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Supporting Australian clinical learners in a collaborative clusters education model: a mixed methods study.

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The Collaborative Clusters Education Model shows promise for supporting nursing students and new graduates, but clear roles are needed. This model aims to improve clinical placement capacity and transitional support for the nursing workforce.

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Area of Science:

  • Nursing Education
  • Healthcare Workforce Development
  • Clinical Placement Strategies

Background:

  • Rising nursing student numbers strain clinical placements and require enhanced transitional support for new graduates.
  • The Collaborative Clusters Education Model (CCEM) proposes using Entry to Practice facilitators to coach ward-based nurses, optimizing learning support.
  • This research evaluated stakeholder perceptions of CCEM's facilitators and barriers to implementation.

Purpose of the Study:

  • To evaluate the acceptability of the Collaborative Clusters Education Model (CCEM) among key stakeholders.
  • To identify facilitators and barriers influencing the successful implementation of CCEM.
  • To assess the model's potential to address nursing placement capacity and graduate support.

Main Methods:

  • A convergent mixed methods evaluation was conducted in a large Australian health service.
  • Data collection involved an online survey of nursing students and interviews with students, new graduates, facilitators, registered nurses, and academics.
  • Quantitative data were analyzed using descriptive statistics, and qualitative data underwent thematic analysis.

Main Results:

  • Students reported high facilitator effectiveness (4.43/5), though the low survey response rate (13.5%) requires cautious interpretation.
  • The CCEM facilitated access to learning experiences, but differing support preferences between students and graduates necessitate role clarification.
  • Stakeholder themes revealed that workplace integration aids learning, performance assessment methods create tension, and clear communication is vital for aligning expectations.

Conclusions:

  • The Collaborative Clusters Education Model demonstrates good acceptability among stakeholders.
  • Limited clarity regarding roles and responsibilities poses a risk to the model's sustained success.
  • Further investigation and refinement of the CCEM are recommended to optimize its implementation and impact.