Clinical placements in general practice: Relationships between practice nurses and tertiary institutions

Abstract

As a practice-based discipline a key component of undergraduate nurse education is clinical practice experience. The quality of clinical experiences has a significant impact on the students' ability to function competently post graduation. The relationship between higher education institutions (HEIs) and health service placement providers impacts upon the quality of clinical placements. In Australia, the growth of primary care nursing and the shortage of acute clinical places has prompted HEIs to explore the placement of students in general practice. Given the increasing attention being paid to non-traditional clinical placements, it is timely to explore how universities are establishing relationships and models of clinical placement. This paper uses qualitative research methods to explore the perspectives of 12 Australian general practice nurses who have experience in facilitating undergraduate clinical placements about the relationships between HEIs and nurses. Findings are presented in the following three themes: (1) Appropriate preparation for placement: They don't know what primary health really means, (2) Seeking greater consultation in the organisation of clinical placements: they've got to do it one way for everyone, and (3) Uncertainty and lack of support: I had no contact with the university. Clinical placements in general practice can be an innovative strategy providing non-traditional, yet high quality, teaching and learning experiences for undergraduate nursing students. To optimise the quality of these placements, however, it is essential that HEIs provide appropriate support to the practice nurses mentoring these students.

Nursing students’ experiences of clinical placement in community settings: A qualitative study

“…This resonates with findings from previous research which highlights that undergraduate nursing students appreciate the learning opportunities they are exposed to in placements outside the hospital setting (Bjørk et al, 2014;Halcomb et al, 2012;Peters et al, 2013)(Authors Own). One of the most positive aspects of their clinical placement in a community setting was the slower pace which meant that the supervising nurse could spend additional time with them.…”

“…This reflects findings in previous studies that the pre-placement preparation of undergraduate nursing students does not adequately address the fundamental principles of primary health care nursing (Albutt, Ali, & Watson, 2013;Peters et al, 2013). This suggests that the current undergraduate nursing curricula may require review in terms of preparing students for a primary health care placement, particularly as learning experiences on clinical placement can be influenced by students' expectations (Baglin & Rugg, 2010).…”

“…As Baglin and Rugg (2010) warn, increasing the capacity of community nursing must be balanced with the ability to adequately support the learning needs of pre-registration nurses during community based placements. Further work, therefore is needed to explore the needs of primary care nurses to effectively support nursing student placements and evaluate the impact of strategies to build capacity for clinical placement in primary care settings (Peters et al, 2013).…”

“…Secondly, there is growing recognition that pre-registration students need to be exposed to clinical practice in primary health care. These two factors are combining to increase interest in clinical placements in primary health care settings (Halcomb, Peters, & McInnes, 2012;Peters, Halcomb, & McInnes, 2013).…”

“…There is an increasing body of evidence around clinical placement in Australian general practice (Halcombet al, 2012;Peters et al, 2013). These papers highlight the potential of general practice as a viable placement opportunity, but also identify some of the challenges of placement in this setting.…”