Nursing students’ preferences for clinical placements in the residential aged care setting

Lea, Emma; Marlow, Annette; Altmann, Erika; Courtney‐Pratt, Helen

doi:10.1111/jocn.13859

Cited by 18 publications

(12 citation statements)

References 34 publications

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“…Differences were highlighted between subgroups of students, with older students and those from a migrant background being more likely to choose to work in the sector. In an 8‐year longitudinal study of Australian nursing students’ responses for placement choices in aged care, only 17% ( n = 104) of 607 responses were related to requests for placement in aged care (Lea et al 2018). These studies indicate that students’ personal experience in the care of others and their career planning have a strong influence on their choice to work in the sector.…”

Section: Introductionmentioning

confidence: 99%

Care workers’ perspectives of factors affecting a sustainable aged care workforce

Xiao

Harrington

Mavromaras

et al. 2020

International Nursing Review

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Aims: To identify the reasons why workers decide to enter, stay or leave the aged care workforce; and the factors influencing them to transition between community and residential sectors in Australia. Background: Factors affecting the recruitment and retention of suitable care workers in aged care are complex and influenced by personal, institutional and societal factors. Methods: A qualitative description study design. Results: In total, 32 staff participated in the study. Five main themes were identified: entering aged care with a passion for the job; entering aged care as it is the only employment option; factors attracting care workers to stay in aged care; factors influencing care workers to leave the job; and preferring to work in residential aged care rather than community aged care. Conclusion:Issues relating to the attraction and retention of aged care workers are influenced by personal, institutional and societal factors. Critical shortages in the aged care workforce make the industry more susceptible to crises such as COVID-19 outbreaks. Implication for nursing practice: Aged care organizations need to create a positive psychosocial work environment for staff to improve the attraction and retention of skilled care workers. They also need to develop staff recruitment guidelines to ensure care workers with the appropriate skills and training and a passion for working with older adults are selected. Staff development programmes need to focus on learning activities that enable staff to build peers support in the work environment. Implications for health policy: There is a need to mandate curriculum to enable nursing students to receive more gerontological education and exposure to aged care throughout their education. Aged care quality standards need to mandate transition support for new graduate nurses.

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Section: Introductionmentioning

confidence: 99%

Care workers’ perspectives of factors affecting a sustainable aged care workforce

Xiao

Harrington

Mavromaras

et al. 2020

International Nursing Review

View full text Add to dashboard Cite

show abstract

“…[2] Clinical practice allows nursing students to develop competencies required for professional practice and transform theoretical knowledge into patient care. [3] It meets accreditation requirements, supports students' skill acquisition, [4] and ensures the ability of nursing student to practice as a nurse. [5] Hence, the quality of clinical preparation of nursing students has a great influence on the quality of the program.…”

Section: Introductionmentioning

confidence: 97%

Nursing students' perception of their clinical practice in intensive care units: A study from Egypt

Kandeel

Ahmed²

2019

JNEP

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Providing nursing students with quality clinical experience in intensive care units (ICUs) is a major concern for nursing educators in Egypt. Understanding nursing students' perception of their critical care experience is important in future planning of successful clinical placements in ICUs. The purpose of this study was to investigate undergraduate nursing students' perception of their clinical practice in ICUs. The study involved 306 nursing students who were registered in critical care nursing course. Data were collected using a self-administered survey which addressed nursing students' perception of three domains including clinical practice environment, clinical teaching and learning and factors hindering clinical practice in intensive care setting. The results illustrated that the majority of students enjoyed their clinical experience in ICUs. However, students highlighted many factors that hindered their clinical practice such as the stressful intensive care setting, fear of making mistakes, complex patients’ conditions, theory-practice gap, overburdening with documentation and lack of coordination between clinical placements. Supportive learning environment is needed to enhance students' clinical learning, improve collaboration between students, demonstrators and critical care nursing staff, and reduce theory-practice gap.

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“…However, several studies have shown that nursing homes have an ‘image problem’ among nursing students, who often conceive it as a clinical arena that offers limited learning opportunities and inadequate learning outcomes (Lea et al, 2018; van Iersel et al, 2018). Students have expressed a need for more support and mentoring during nursing home practice to improve their practice outcomes and receive help in developing critical thinking about patient situations in nursing homes (Bjørk et al, 2014).…”

Section: Introductionmentioning

confidence: 99%

Kickstart in nursing home—Nursing students experiences of a model for active and collaborative learning in clinical placement

et al. 2023

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Aims and objectivesTo explore students' experiences from a pilot project testing out a model for active, collaborative learning in first‐year placement at a nursing home.BackgroundThere is a need for innovative learning activities and projects to improve clinical education in nursing homes. Active, collaborative approaches in placement learning may enhance students learning outcome.DesignThe study had a qualitative and explorative design, in which the experiences of students participating in the pilot were investigated through paired interviews at the end of their placement.MethodsTwenty‐two students participated in the study, and data from paired interviews were analysed using qualitative content analysis. COREQ reporting guidelines were used.ResultsThree themes emerged from the analysis: (1) The learning cell as facilitator for learning; (2) Discovering learning possibilities in nursing homes and (3) Applying tools and resources for learning.ConclusionsThe model could reduce tension and anxiety while helping the students focus on learning options and use their environment more actively for learning. Working with a learning partner seems to increase student learning through common planning, feedback and reflection. The study emphasises the importance of facilitating active learning through the scaffolding structures and configuration of the students' learning space.Relevance to clinical practiceThis study indicates the potential for introducing active and collaborative pedagogical models in clinical placement. The model can promote nursing homes as a conducive learning arena for nursing students and help prepare students for a future work role in a rapidly changing health care field.Patient or public contributionThe result of the research is shared and discussed with stakeholders prior to finalising the article.

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Nursing students’ preferences for clinical placements in the residential aged care setting

Cited by 18 publications

References 34 publications

Care workers’ perspectives of factors affecting a sustainable aged care workforce

Care workers’ perspectives of factors affecting a sustainable aged care workforce

Nursing students' perception of their clinical practice in intensive care units: A study from Egypt

Kickstart in nursing home—Nursing students experiences of a model for active and collaborative learning in clinical placement

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