Public involvement in pre-registration nursing education: A scoping review of educational activities and their conceptual underpinnings.

Aim

This scoping review maps the literature on public involvement in pre-registration nursing education, focusing on educational activities and the explicit theories, frameworks or models used to inform or justify these activities to support educational practice.

Background

Public involvement is an established and expanding feature of pre-registration nursing education. However, there is limited clarity regarding the range of activities currently undertaken and the extent to which these are informed by theories, frameworks or models.

Design

A scoping review.

Methods

A systematic search was conducted in CINAHL Ultimate, Medline, Scopus, ERIC, PsychINFO, Emcare, Australian Education Index and ProQuest Dissertations. The review followed the principles of the Joanna Briggs Institute methodology, the PRISMA-ScR checklist and guidance on artificial intelligence use in evidence synthesis.

Results

The review included 144 sources with diverse methodologies and geographical origins. A wide range of public involvement activities were identified, most commonly direct involvement in educational activities such as storytelling, teaching and developing materials. Few sources provided detailed descriptions of activities, learning outcomes, evaluation mechanisms or required resources. Only a small number of sources explicitly used theories, frameworks, or models to justify involvement or inform their educational design, although many referenced broader conceptual or policy drivers.

Conclusion

Public involvement in pre-registration nursing education encompasses diverse activities with varied conceptual underpinnings. Greater transparency in reporting, including clearer descriptions of activities and their evaluation, is needed to strengthen the evidence base, support practice and empower stakeholders.