Increasing demands for clinical placements have forced tertiary institutions to look for alternative placements for third year nursing students. While Prison Health Services provide an opportunity for nursing students to engage in care of offender populations with significant chronic illnesses, there has been little evaluation of such placements. Third year undergraduate nurses (18/46) participated in a mixed methods study to provide evidence-based research on students' perceptions of clinical placements in Prison Health Services. Quantitative and qualitative data were collected via an anonymous survey and individual interview. Whilst the majority of students valued the opportunity to increase their knowledge and clinical skills and felt supported by preceptors, challenges included being psychologically ill-prepared for the physical and emotional aspects of placement, and witnessing poor attitudes and behaviours of staff, which impacted on the quality of their experience. Recommendations include changes to orientation programs and introduction of simulation to help students feel better prepared and supported during placements in prison settings. Refining the selection process for placements in this setting will also help to ensure student suitability for clinical placement in Prison Health Services.

Graduates of an Abu Dhabi transnational nursing degree struggled with the mandatory national licensing examination. Poor pass rates undermine graduate career futures and impact on the workforce capacity building contributions of the partnering transnational educational providers. This paper describes how the design and delivery of an intensive examination preparation program dramatically reversed this trend. The objectives of this educational initiative involved the design, delivery and evaluation of a program that would align with cultural learning preferences and which improve the success rates of graduates attempting the national nurse licensing examination. To achieve these objectives, the program combined a range of teaching and assessment strategies developed to reflect the specific needs of Arabic learners, build on their existing knowledge and help them engage more effectively in the learning processes required for successful performance in a high stakes examination. Analysis of data collected during program evaluation provides useful insights into the preference and experiences of nursing graduates in the UAE Emirate of Abu Dhabi. The lessons learned are applicable to Arabic learners both regionally and globally.

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Universities are seeking alternative Work Integrated Learning (WIL) placements for nursing students due to increasing demand. Whilst significant research exists relating to rural and remote placements (particularly in their utility for recruitment upon graduation), there is a lack of research relating to student preparation for these placements.