Abstract
Abstract
Background:
Practice placements are an opportunity for health professional students to apply knowledge and skills in real-world environments. A growing body of evidence links students’ sense of belonging to enhanced learning and motivation in higher education. Given that placements bridge the academic and workplace environments, students’ experiences of belonging during these periods may significantly influence their professional development. This scoping review aims to identify and synthesise the literature that examines health professional students’ belonging during practice placements.
Methods:
This scoping review used the Arksey and O’Malley (2005) methodological framework incorporating a consultation phase as proposed by Levac et al. (2010). PubMed, EmBase, ERIC, PsycINFO, CINAHL and Scopus databases were searched in May 2024, March 2025 and March 2026. Data analysis occurred via descriptive summaries.
Results:
Four themes were identified; belonging as a lived experience, belonging as an ongoing process, the broader impacts of belonging, and interpersonal relationships as a key influence on belonging. Most of the identified studies examined nursing students as the primary population.
Conclusion:
Health professional students experience both belonging and non-belonging during practice placements, shaping their behaviours, interpersonal relationships, and engagement with learning. These experiences have implications not only for individual student outcomes but also for broader educational and health system performance.