Clinical Belongingness among Nursing Students: A Hybrid Model Concept Analysis

Purpose: This study aimed to clarify and define the concept of clinical belongingness among nursing students by identifying its essential attributes using a Hybrid Model approach. Methods: Schwartz-Barcott and Kim’s Hybrid Model was applied across the theoretical, fieldwork, and final analytic phases. In the theoretical phase, twenty relevant studies published between 2007 and 2023 were reviewed. In the fieldwork phase, in-depth interviews were conducted with ten fourth-year nursing students who had completed more than 12 weeks of clinical practice. Data were analyzed using inductive content analysis to extract experiential attributes. Results: Clinical belongingness emerged as a multidimensional concept characterized by four core attributes: relational acceptance and bonding, respectful educational support, organizational participation and inclusion, and psychological safety. These attributes reflect students’ experiences of being welcomed and valued, receiving constructive guidance, engaging meaningfully in clinical activities, and feeling emotionally safe within the clinical environment. Conclusion: This study provides an integrated and culturally grounded conceptual definition of clinical belongingness. The findings offer foundational guidance for developing measurement tools and educational strategies that aim to enhance nursing students’ clinical learning experiences and support their professional socialization.