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NURSING STUDENT'S PERCEPTION OF WORK-BASED LEARNING PROGRAMS: SYSTEMATIC REVIEW

Jurnal Ilmiah Ilmu Terapan Universitas Jambi · Vol. 9 No. 1 (2025) · pp. 366–379

DOI
10.22437/jiituj.v9i1.38808
ISSN
2580-2259, 2580-2240
Published
2025-02-18
Publisher
LPPM Universitas Jambi
Language
en
License
creativecommons.org/licenses/by/4.0

Abstract

Work-based learning (WBL) is a critical approach in nursing education that emphasizes experiential learning. However, qualitative studies frequently report challenges nursing students face in WBL settings. This study aims to systematically analyze qualitative evidence on nursing students’ experiences in work-based learning within healthcare organizations, highlighting key challenges and areas for improvement. A systematic review followed the Preferred Reporting Items for Systematic Reviews and Meta-Analysis (PRISMA) 2020 guidelines. Literature searches were performed using Medline, Embase, CINAHL, and JSTOR databases. Quality appraisal was conducted using the JBI-QARI framework. The initial search yielded 311 studies, seven of which were deemed eligible based on inclusion criteria that focused on qualitative English-language studies involving nursing students. The review identified three major challenges in WBL: (1) time constraints limiting learning opportunities, (2) workplace environmental factors such as lack of mentorship and high-pressure conditions, and (3) unclear benefits perceived by students in WBL programs. These factors contribute to varying levels of engagement and satisfaction among nursing students. This study is the first systematic review to evaluate nursing students’ perceptions of WBL, offering a comprehensive analysis of recurring issues. The findings provide valuable insights for educational institutions and healthcare organizations to enhance WBL effectiveness through structured mentorship, improved scheduling, and targeted support strategies, ultimately bridging the gap between theoretical knowledge and practical experience in nursing education.

Keywords

Collaboration network of the authors

40 authors · 117 co-authorship links · 6 across different organisations · showing the 40 most connected

Hover or tap a name to highlight its co-authors. Double-click to open the author's page.

  • Universitas Jambi
  • Universitas Muhammadiyah Gorontalo
  • State University of Semarang
  • Affiliation unknown
  • Different organisations
  • Same organisation
  • Affiliation unknown
  • Thicker line = more joint articles · bigger circle = more articles
Show as table
Co-authorOrganisationJoint articles
Haryanto HaryantoAffiliation unknown2
Syahrial SyahrialUniversitas Muhammadiyah Gorontalo2
Husni SabilUniversitas Jambi2
Sudarmin SudarminState University of Semarang1
Margaret Dwi Wiwik ErnawatiUniversitas Jambi1
Damris MuhammadUniversitas Jambi1
H. HaryantoUniversitas Jambi1
Lutfi AtmansyahAffiliation unknown1
Magfirah UtamiAffiliation unknown1
Irma Ariyanti ArifAffiliation unknown1
Nur Indrayanti Nur IndarAffiliation unknown1
Hamsinah DjaingAffiliation unknown1
Anastasia Ummu KalsumAffiliation unknown1
Abu BakarAffiliation unknown1
Nazarudin NazarudinAffiliation unknown1
Leny MarlindaAffiliation unknown1
Dedi GusriadiAffiliation unknown1
Zunarta YaniAffiliation unknown1
Edy PandaAffiliation unknown1
Rizky KantoAffiliation unknown1
Ulyarti UlyartiAffiliation unknown1
Budi HandonoAffiliation unknown1
Leri S FariedAffiliation unknown1
Ahmad FarriedAffiliation unknown1
Hiroyuki KuwantoAffiliation unknown1
Firman F WirakusumahAffiliation unknown1
Huntari HarahapAffiliation unknown1
Rina Nofri EnisAffiliation unknown1
Aulia SanovaAffiliation unknown1
Atri WidowatiAffiliation unknown1
Adhe SaputraAffiliation unknown1
rahmi rahmiAffiliation unknown1
Josephine RyanAffiliation unknown1
Robyn CoxAffiliation unknown1
Marie EmmittAffiliation unknown1
Miftahul Zannah AzzahraAffiliation unknown1

Affiliations come from OpenAlex; journal OAI-PMH metadata carries none. Authors without an OpenAlex ID are matched by name, which can merge or split people.

Metadata source: OAI-PMH (metadata jurnal) https://online-journal.unja.ac.id/index.php/JIITUJ/oai, first harvested 5 Nov 2026, last seen 5 Nov 2026.
Original metadata (oai_dc) 
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	<dc:title xml:lang="en">NURSING STUDENT'S PERCEPTION OF WORK-BASED LEARNING PROGRAMS: SYSTEMATIC REVIEW</dc:title>
	<dc:creator xml:lang="en">Hindriati, Titik</dc:creator>
	<dc:creator xml:lang="en">Asrial, Asrial</dc:creator>
	<dc:creator xml:lang="en">Rusdi, Muhammad</dc:creator>
	<dc:creator xml:lang="en">Herlambang, Herlambang</dc:creator>
	<dc:subject xml:lang="en">Nursing</dc:subject>
	<dc:subject xml:lang="en">Qualitative</dc:subject>
	<dc:subject xml:lang="en">Student</dc:subject>
	<dc:subject xml:lang="en">Systematic Review</dc:subject>
	<dc:subject xml:lang="en">Work-based learning</dc:subject>
	<dc:description xml:lang="en">Work-based learning (WBL) is a critical approach in nursing education that emphasizes experiential learning. However, qualitative studies frequently report challenges nursing students face in WBL settings. This study aims to systematically analyze qualitative evidence on nursing students’ experiences in work-based learning within healthcare organizations, highlighting key challenges and areas for improvement. A systematic review followed the Preferred Reporting Items for Systematic Reviews and Meta-Analysis (PRISMA) 2020 guidelines. Literature searches were performed using Medline, Embase, CINAHL, and JSTOR databases. Quality appraisal was conducted using the JBI-QARI framework. The initial search yielded 311 studies, seven of which were deemed eligible based on inclusion criteria that focused on qualitative English-language studies involving nursing students. The review identified three major challenges in WBL: (1) time constraints limiting learning opportunities, (2) workplace environmental factors such as lack of mentorship and high-pressure conditions, and (3) unclear benefits perceived by students in WBL programs. These factors contribute to varying levels of engagement and satisfaction among nursing students. This study is the first systematic review to evaluate nursing students’ perceptions of WBL, offering a comprehensive analysis of recurring issues. The findings provide valuable insights for educational institutions and healthcare organizations to enhance WBL effectiveness through structured mentorship, improved scheduling, and targeted support strategies, ultimately bridging the gap between theoretical knowledge and practical experience in nursing education.</dc:description>
	<dc:publisher xml:lang="en">LPPM Universitas Jambi</dc:publisher>
	<dc:date>2025-02-18</dc:date>
	<dc:type>info:eu-repo/semantics/article</dc:type>
	<dc:type>info:eu-repo/semantics/publishedVersion</dc:type>
	<dc:format>application/pdf</dc:format>
	<dc:identifier>https://online-journal.unja.ac.id/JIITUJ/article/view/38808</dc:identifier>
	<dc:identifier>10.22437/jiituj.v9i1.38808</dc:identifier>
	<dc:source xml:lang="en">Jurnal Ilmiah Ilmu Terapan Universitas Jambi; Vol. 9 No. 1 (2025): Volume 9, Nomor 1, March 2025; 366-379</dc:source>
	<dc:source>2580-2259</dc:source>
	<dc:source>2580-2240</dc:source>
	<dc:language>en</dc:language>
	<dc:relation>https://online-journal.unja.ac.id/JIITUJ/article/view/38808/20161</dc:relation>
	<dc:rights xml:lang="en">Copyright (c) 2025 Titik Hindriati, Asrial Asrial, Muhammad Rusdi, Herlambang Herlambang</dc:rights>
	<dc:rights xml:lang="en">https://creativecommons.org/licenses/by/4.0</dc:rights>
</oai_dc:dc>