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Description: Nursing students (NS) experience a wide range of emotions in clinical teaching (CT) situations. The adaptive or maladaptive nature of emotions is modulated through emotion regulation strategies, which aim to modify the nature, intensity, expression or duration of emotions (Gross & Thompson, 2007). Although many of the difficulties of NS in the first CT are known, the process of emotion regulation remains little known (McCloughen et al., 2020). Researchers report that it is not clear how NS learn to manage their emotions in the first CT, whether they receive support for this and how they are socialized to manage their emotions (McCloughen et al., 2020). Objective: This scoping review aims to identify and map the existing evidence on the emotion regulation strategies of NS in CT. Review question: This scoping review aims to answer the following question: what are the emotion regulation strategies of NS in CT? Methodology: The research will be conducted according to the model proposed by the Joanna Briggs Institute (JBI) for 2020 scoping review protocols (Peters et al., 2020), in articles in English, Portuguese and Spanish, in the electronic databases of EBSCOhost Web® (CINAHL Complete®, MEDLINE Complete®, Academic Search Complete®, Psychology & Behavioral Sciences Collection®), Scopus®, ScienceDirect® and SciELO®. Keywords: emotional regulation, nursing students, nursing education

License: CC-By Attribution 4.0 International

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