Nursing Students' Experiences of Physical Restraints During Clinical Practicum: A Meta‐Synthesis

AIMS: To critically analyze, interpret, and synthesize the literature on nursing students' experiences of physical restraints during clinical practicum. DESIGN: A meta-synthesis. METHODS: This meta-synthesis included peer-reviewed qualitative studies exploring nursing students' experiences of physical restraints during clinical practicum across healthcare settings. Research processes of meta-study (meta-data-analysis, meta-method, meta-theory, and meta-synthesis) were employed to analyze, interpret, and synthesize the findings of included studies. Methodological quality was appraised using a combined appraisal tool (The Critical Appraisal Skills Programme Qualitative Research Checklist and the Primary Research Appraisal Tool). DATA SOURCES: Eleven electronic databases (CINAHL, EMBASE, PubMed, PsycINFO, ERIC, Education Source, Cochrane, Scopus, RISS, DBpia, and KoreaMed) were searched from the earliest year to March 2025. RESULTS: Nine studies were included. The quality of all included studies was appraised as high. Six themes emerged from the meta-synthesis. Nursing students described frequent witnessing, negative responses, acknowledging and questioning, gaps between, barriers and alternatives, and educational needs related to physical restraints during their clinical practicums. CONCLUSIONS: Nursing educators in both academic and clinical settings should recognize the importance of restraint-reduction education and implement effective educational programs to enhance students' preparedness for restraint-reduction care. IMPACT: Nursing students are frequently exposed to physical restraints during clinical practicum; however, there is a lack of qualitative reviews regarding their experiences. Students experienced frequent exposure, negative emotional responses, theory-practice gaps, and inadequate preparation regarding physical restraints. The findings request the need to strengthen clinical education for nursing students on restraint-reduction care. IMPLICATIONS FOR THE PROFESSIONS AND/OR PATIENT CARE: Effective and structured education on restraint reduction, including simulation-based and reflective learning strategies, is requested to prepare nursing students with the professional competencies required to provide restraint-free care and person-centered care. PATIENT OR PUBLIC CONTRIBUTION: No patient or public contribution. REGISTRATION: PROSPERO (CRD42024625289).