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Abstract The clinical learning environment (CLE) is at the heart of nursing and midwifery education. This research aims to contribute to the discourse on the CLE by analyzing trends and patterns and uncover collaboration networks among researchers and key terms in the research literature through bibliometric analysis and visualization. A descriptive bibliometric study was carried out on June 7, 2024. The Scopus database was utilized in this study to gather all the CLE research performance from inception until June 2024. VOS viewer was used to analyze scientific collaborations. The search in the Scopus database found 3179 articles; finally, after the inclusion and exclusion criteria, the number of articles was lowered to 3077. Regarding publications and citations, the United States and Australia have been the top contributors from an international perspective. Key journals such as "Nurse Education Today," "Nurse Education in Practice," "Journal of Advanced Nursing," and "Journal of Clinical Nursing" were critical in spreading research, with large numbers of publications and citations. Prominent author contributions included Saarikoski M., Levett-Jones T., and Henderson A. The co-occurrence network of terms highlights how student experiences, clinical competence, psychological factors, and teaching methods are all connected issues. Regarding limitations, the databases used to analyze the bibliometric data may not include all relevant articles, especially those published in fewer prominent journals or languages other than English. Furthermore, citation metrics can be impacted by external variables like self-citations or citation practices within specific fields or areas. Studying the implications of virtual and digital learning environments, the significance of cultural competency in varied clinical settings, and the incorporation of modern technology like simulation and virtual reality in clinical education are crucial.
Hidigow et al. (Thu,) studied this question.