Exploring the contribution of clinical placement to student learning: A sequential mixed methods study.

Area of Science:

• Nursing Education
• Workplace Learning
• Healthcare Professions Education

Background:

• Limited clinical placement supply necessitates understanding student learning experiences.
• Optimizing professional placement experiences requires identifying effective learning activities and influencing factors.

Purpose of the Study:

• To explore student nurses' perceptions of the value of nursing clinical placements for their learning.

Main Methods:

• A descriptive, sequential mixed-methods approach was used.
• A cross-sectional survey assessed student perceptions of work-integrated learning activities.
• Focus groups further explored these perceptions among entry-to-practice nursing students in Australia.

Main Results:

• 469 students completed the survey, and 38 participated in focus groups.
• Activities like patient interaction and performing assessments were rated as most valuable.
• Activities that distanced students from patients were perceived as less useful.

Conclusions:

• Maximizing workplace learning involves providing goal-directed activities aligned with an expanding scope of practice.
• Opportunities for discussion and engagement with clinical staff are crucial for student learning.
• Placement design should prioritize activities that enhance direct patient care and professional development.