Interprofessional collaboration is widely recognized as central to improving healthcare outcomes. The digital transformation further reshapes collaboration demands, extending the traditional notion of interprofessional collaboration beyond nurses and other healthcare professions. Therefore, interprofessional collaboration competence (ICC) constitutes a key outcome in nurse education. Against this background, this protocol registered in OSF outlines a scoping review that aims to map which facets of competence—as conceptualized along a continuum—are addressed in empirical studies on nursing students’ ICC. Guided by the Joanna Briggs Institute (JBI) methodology and the PRISMA-ScR 2020 guidelines, this scoping review will systematically search seven electronic databases, including (i) Web of Science, (ii) Scopus, (iii) ProQuest, (iv) MEDLINE, (v) Education Source, (vi) Cochrane Library, and (vii) APA PsycArticles. By synthesizing the eligible publications, the review seeks to provide a structured overview of research on modeling nursing students’ ICC, thereby enabling the identification of research shortcomings.• The proposed review maps which facets of competence-as-a-continuum are addressed in research on nursing students’ ICC.• It identifies shortcomings in the theoretical and empirical modeling of ICC.• The findings will provide a basis for future research, informing the development of more effective educational interventions for the ICC of nursing students and beyond.
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Interprofessional collaboration is widely recognized as central to improving healthcare outcomes. The digital transformation further reshapes collaboration demands, extending the traditional notion of interprofessional collaboration beyond nurses and other healthcare professions. Therefore, interprofessional collaboration competence (ICC) constitutes a key outcome in nurse education. Against this background, this protocol registered in OSF outlines a scoping review that aims to map which facets...
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