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Exploring co-creation with student nurses in contemporary nursing education: A systematic scoping review

Year: 2024

Type: article

Abstract: BACKGROUND AND AIMS: Co-creation in educational design and development is evolving and increasingly recognised as a vital component of contemporary nursing education. However, there remains a need to strengthen the knowledge base for this approach. Therefore, this study aimed to provide a comprehensive overview of empirical research on co-creation within nursing education and identify gaps in knowledge and areas requiring further investigation. METHODS: This study utilised a systematic scoping approach and followed a five-stage methodological framework: (1) identifying the research question; (2) selecting relevant studies; (3) choosing appropriate studies; (4) charting and organising the data; and (5) synthesising, summarising, and reporting the results. It searched the ERIC, Web of Science, Scopus, Medline, CINAHL, and PubMed databases to identify relevant articles, which then underwent double-blind screening, identifying 14 that met the inclusion criteria for this scoping review. RESULTS: The analysis identified five themes that reflect the scope and nature of empirical research on co-creation in nursing education: (1) scarcity of studies and varied conceptualisation of co-creation, (2) dominance of digital educational co-creation initiatives, (3) underrepresentation of multidisciplinary collaboration in co-creation initiatives, (4) workshops as key activities of co-creative collaboration and engagement, and (5) paucity of knowledge on co-creation effectiveness. CONCLUSIONS: This review highlights the need for more comprehensive research systematically examining the benefits, impacts, and facilitators of co-creation in nursing education. Future studies should incorporate the perspectives of multiple stakeholders, especially within clinical nursing education, and investigate the scalability of co-creation, including its costs and benefits.

Source: Nurse Education Today

DOI: 10.1016/j.nedt.2024.106515

Authors: Kristin Alstveit Laugaland, May Irene Furenes Klippen, Monika Ravik, Marianne Thorsen Gonzalez, Kristin Akerjordet

Institutions: University of Stavanger, University of South-Eastern Norway, University of Wollongong

Language: English

Topic: Higher Education Practises and Engagement

Subfield: Education

Field: Social Sciences

Domain: Social Sciences

SDGs: Quality education, Good health and well-being

Open Access status: hybrid

Estimated APC paid: $4,090