Nursing students' experience in interacting with families and informal caregivers in clinical training environment: a meta-synthesis

Aim: This review synthesizes qualitative evidence on nursing students' experiences with family caregivers. Background: Family caregivers play a pivotal role in patient care. Nursing students frequently interact with family caregivers during their clinical training, yet they report feeling unprepared. Design: A meta-synthesis was conducted following the thematic approach of Thomas and Harden. Methods: Six databases were searched, and studies were screened and analyzed independently by two reviewers. Thematic synthesis followed a three-stage process to identify descriptive and analytical themes. The methodological rigor of included studies was assessed using the JBI Critical Appraisal Checklist, and confidence in findings was evaluated with the GRADE-CERQual framework. Results: Six studies involving 122 participants were included. Methodological quality was generally moderate to high according to the JBI Critical Appraisal Checklist, with the strongest congruity reported in study design and data interpretation, and lower reporting related to researcher reflexivity. Two analytical themes were identified: (1) Navigating relationships through balancing support, communication, context, and culture, encompassing the descriptive themes The role of families in caregiving, Building trust through clear and tailored communication, and Cultural and contextual factors in interactions with family members; and (2) Building skills and emotional resilience, including Emotional intelligence in relationships with families and Educational gaps and the role of supervisors. According to the GRADE-CERQual framework, confidence in findings was moderate for most themes and low for cultural and contextual factors. Overall, families were recognized as essential partners in care, while students reported communication challenges, emotional demands, and reliance on supervisors to bridge educational gaps. Conclusion: Nursing programs should prioritize structured training in communication, emotional intelligence, and cultural competence, supported by mentorship and simulation-based learning. Further research is needed to explore students' experiences with family caregivers in different settings, educational interventions, and the impact of mentorship on students' competencies in family-centered care.