A Qualitative Systematic Review of the Role of Entrustment in Pre‐Registration Healthcare Practice‐Based Learning: Implications for Dietetics Education
ABSTRACT This qualitative systematic review explored how entrustment is understood, experienced and enacted within pre-registration practice-based learning (PBL) across international healthcare education, with a specific focus on implications for the UK dietetic profession. Fifteen qualitative and mixed methods studies were synthesised using thematic synthesis, identifying how entrustment shapes learner participation, supervision, and capability development. The […]
