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Related Experiment Video

Updated: Mar 27, 2026

Author Spotlight: Evaluating Clinicians' Adoption of Ultrasound-Guided Vascular Cannulation Through Simulation Training

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Published on: August 9, 2024

Undergraduate student nurses' self-reported preparedness for practice.

Cindy Woods, Caryn West, Jane Mills

Collegian (Royal College of Nursing, Australia)

|January 19, 2016

Summary

Third-year nursing students feel prepared for practice, valuing clinical placements and simulation. Younger students show more confidence, and improvements in placements and resources are suggested for enhanced graduate readiness.

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Using Learning Outcome Measures to assess Doctoral Nursing Education

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Published on: June 21, 2010

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Using Learning Outcome Measures to assess Doctoral Nursing Education

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Published on: June 21, 2010

Area of Science:

Nursing Education
Healthcare Professional Training

Background:

Tertiary nursing programs aim to equip graduates with competencies for registration.
Employers expect newly qualified nurses to be safe, independent, and practice-ready.
A gap often exists between educational preparation and employer expectations for clinical practice.

Purpose of the Study:

To investigate third-year nursing students' perceptions of their readiness for professional practice.
To explore factors influencing nursing students' preparedness for entry-level nursing roles.

Main Methods:

A survey using the Casey-Fink Readiness for Practice Survey tool was administered online.
113 third-year nursing students from a regional Australian university participated after their final clinical placement.
A response rate of 48% was achieved from the sample of 235 students.

Main Results:

Most students reported feeling prepared for practice, with simulation experiences deemed beneficial.
Confidence in managing multiple patients was higher in younger students.
Key areas for improvement include expanded clinical placements, enhanced simulation, smaller class sizes, and modern equipment.

Conclusions:

Clinical placements are highly valued by students for developing perceived preparedness for independent practice.
Transitioning to independent practice, especially managing multiple patients, involves a learning curve and experience-driven growth in confidence and competence.