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

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.