目的 对护理本科生职业生涯规划课程的研究现状进行范围综述和分析，为护理本科生职业规划教育研究和实践提供参考。 方法 按照范围综述的方法框架，明确研究问题，对中英文数据库从建库至2022年2月的中英文文献进行检索，检索内容为护理本科生职业生涯规划课程的相关研究。由2名研究者独立筛选文献和提取数据，并进行总结、报告。 结果 最终纳入10篇文献，大多数研究涉及课程构建及实施，所有研究授课形式均为线下授课，部分研究阐明了教学相关理论、模式。授课时段包括各个年级。师资主要为护理专业教师或由护理教师引导的多元化教学团队。主要教学内容包括自我认知、职业认知、制订职业规划等。常用教学方法包括小组讨论与汇报、职业生涯人物访谈、课堂讲授、情境模拟等。学生考核方式主要为多元化考核。课程效果评价的方法有量性、量性和质性结合。 结论 护理本科生职业生涯规划课程的授课时段各异、教学内容各有侧重、教学形式相对灵活、师资团队成员多样、课程考核方式灵活、课程评价方法多样。后续还需在课程构建方法与理论、教学内容、线上教学、课程评价等方面进一步完善。

Objective To summarize the research status of career planning courses among nursing undergraduates and to provide references for future research and practice in this field. Methods According to the methodology framework of scope definition review，the research questions were determined，and then literature was collected since the establishment of database to February 2022. The literatures about career planning for nursing undergraduates were retrieved. After that，two researchers screened the literature，extracted the data independently，and then summarized and reported the results. Results A total of 10 articles were included，and most studies concerned the course construction and implementation process. All ten articles described the courses that were conducted offline. Half of the articles explained the teaching theories or models used during the research process. The teaching period covered all grades. Teachers were mainly nursing teachers or diversified teaching teams led by nursing teachers. The typical teaching contents included self-awareness，career cognition，and career planning. Teaching methods used most frequently were group discussion and presentation，interviews with career figures，traditional classroom teaching，and scenario simulation. Three studies employed multiple methods for student assessment. The main evaluation methods were quantitative method and a combination of quantitative and qualitative method. Conclusion The timing of the course offered and teaching content are different among studies. Besides，the teaching forms，members of the teaching group，methods in students’ assessment and course evaluation are diverse. Further studies are needed to improve course construction methods，theory basis，teaching contents，online teaching，and course evaluation.