Category (n: number of contents ) Contents: outline of research findings (40)	[No.]
Proceeding socialization by instructors and mentors (11)
Pre-graduation consisting preceptorship increases problem coping strategies and facilitates role transfer to nurses.	[18]
Proceeding socialization by nursing instructor or master instructor.	[3]
Mentors are the cornerstone of students.	[19]
A professional nursing faculty shows a professional role model by interacting with students in the classroom.	[20]
Influences from faculty, peers, and professional colleagues. In the online program, student–faculty interactions were almost always linked to a particular task or question.	[9]
Recommendation from parents until junior high school and recommendation from teachers until high school have impact on nursing professional socialization.	[53]
Need for substance discourse than theoretical evidence with instructors.	[29]
Supportive teachers, clinical teachers, and mentors progress in professional socialization of nursing students.	[33]
Success of the curriculum management needs support from nursing educators.	[32]
Whether students have a negative experience, teachers and instructors need to encourage feedback on the spot and intentionally engage to have a positive experience.	[64]
Instructors with professional nursing experiences facilitate professional socialization.	[37]
Impact of clinical practice on professional socialization (9)
“Professional socialization” learned through experience in clinical training.	[39]
Experience the attractiveness of nursing in clinical practice.	[40]
Impact of communication and clinical experiences.	[22]
Experiences of clinical practice improve social skills.	[44]
Correlation between social skills and nursing practice.	[45]
A pragmatic acceptance of “missed care” relates to professional socialization.	[30]
Positive and negative experiences are presented during clinical nursing practice.	[64]
The impact of clinical practice experiences are shown in socialization.	[62]
Improvement of clinical learning environment for adaptation and adjustment are needed for clinical setting.	[35]
Extracurricular elements (9)
The impact of communication and extracurricular elements on professional socialization.	[22]
Social skill points of students with part-time jobs or with many consultants are high.	[45]
Assertion training maintains social skills.	[48]
Activities outside class hours on socialization improve basic social competency.	[51]
Participatory experiential learning involving the elderly.	[54]
Impact of part-time job experience on socialization.	[56]
Self-learning outside class hours influences basic social competency.	[57]
Extracurricular networking, greater education, interactive learning, and academic support.	[33]
Japan–US Joint Disaster Nursing Workshop.	[66]
Self-learning effectiveness (7)
Improve environment for reflective thinking.	[7]
Class module, preparation for national nursing examination, and thinking time.	[40]
Self-adjusting learning strategies in particular, a monitoring strategy (a strategy for making learning plans, objectively monitoring one’s own learning situation, judging the result through self-evaluation, and proceeding with learning: a metacognitive strategy).	[47]
Active learning improves social skills.	[52]
Information summarization decreases mental stress.	[59]
Role play and discussion improve basic social competency.	[65]
Self-learning effectiveness promotes self-reflection and caring behavior.	[36]
Effect of using electrical media (4)
Online teaching method through cooperative learning, discussions, case studies, and professional role modeling.	[20]
Using mobile phone is associated with social skills.	[46]
Social media helps nursing students develop socialization and professional identity.	[34]
Diverse experiences of social competency in remote work; practice in school.	[68]