Examining the use of communities of practice to understand workplace learning of student nurses: a systematic review

Purpose To explore and synthesise evidence for a better understanding of the use of Community of Practice (CoP) in the workplace learning of student nurses. Design/methodology/approach This systematic review examined peer-reviewed literature on the impact of CoP membership for student nurses during their placements in various settings. A content analysis was conducted using tabular, descriptive and narrative methods to identify and report key themes. Findings From 58,670 resultant articles, only 14 were included for data charting and content analysis. Most of the literature is based on research looking at placement experience of undergraduate student nurses. All articles are qualitative in nature involving CoP in clinical settings in different countries. Content analysis has highlighted several contributions of CoP membership for workplace learning among student nurses: (1) active engagement in workplace discourses, (2) building a stronger sense of professional identity among student nurses and (3) gaining a collective voice in engaging organisational stakeholders around relevant issues. Originality/value This synthesis findings should guide nursing education stakeholders in creating better placement approaches and interventions that can strengthen placement outcomes. On the other hand, findings also suggest a conflict: a structural paradox associated with short-term membership in long-term CoPs. To address this, the model “Transient CoP” is proposed; however, its theoretical standing remains preliminary and requires extensive validation through further research.