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  3. Exploring Learning Engagement In Rural And Urban Nursing Placements: A Five-year Mixed-methods Study.
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  3. Exploring Learning Engagement In Rural And Urban Nursing Placements: A Five-year Mixed-methods Study.

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Exploring Learning Engagement in Rural and Urban Nursing Placements: A Five-Year Mixed-Methods Study.

Sandra Coe1, Annette Marlow2, Sarah J Prior3

  • 1Rural Clinical School, University of Tasmania, Burnie, TAS 7320, Australia.

International Journal of Environmental Research and Public Health
|February 27, 2026

View abstract on PubMed

Summary
This summary is machine-generated.

Rural nursing placements offer slightly better experiences than urban ones, with first-year students reporting more constructive experiences. Placement quality, particularly supervision and skill development, significantly impacts student outcomes.

Keywords:
nursing placementprofessional experiencerural placementstudent experience

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Area of Science:

  • Nursing Education
  • Healthcare Workforce Development
  • Clinical Placements

Background:

  • Professional experience placements are crucial for undergraduate nursing students' real-world skill development.
  • Limited research exists on how placement location (urban vs. rural) affects student experiences and outcomes.

Purpose of the Study:

  • To investigate undergraduate nursing students' placement experiences at the University of Tasmania (UTAS) over five years.
  • To compare urban versus rural placement settings and analyze year-level differences in student experiences.

Main Methods:

  • A five-year retrospective study of undergraduate nursing students at the University of Tasmania (UTAS).
  • Analysis focused on placement location (urban vs. rural) and student year-level.
  • Evaluation of factors influencing student experience, including supervision and skill development opportunities.

Main Results:

  • Over one-third of students reported constructive placement experiences; rural placements showed slightly more positive outcomes than urban.
  • First-year students reported more constructive experiences than senior students, suggesting longer durations may increase dissatisfaction.
  • Placement quality (supervision, skill development) was the most influential factor; rural settings slightly outperformed urban in skill development.

Conclusions:

  • High-quality supervision and appropriate clinical settings are vital for enhancing nursing student placement experiences.
  • Constructive placements are more conducive to learning, informing strategies to improve nursing education across diverse settings.
  • Rural placements may offer advantages, but attention to skill development opportunities is needed, especially for senior students.