Professional Experience Placement

Watt et al (2015) evaluated a three-day structured learning program that was delivered as part of a clinical practicum of final year nursing students. The authors used a repeated measures design. Surveys were administered on day 1, 3 and 18 to elicit anxiety and self-efficacy of participants and evaluate the duration of effect of the program. The aim of the study was to add knowledge about improving clinical placement experiences for undergraduate nursing students, to enable improved learning outcomes and general wellbeing. The rationale was to reduce the sources of stress and anxiety identified in studies of nursing students.  These factors include placement setting; fear of making mistakes; staff attitudes and time constraints.

The program involved a variety of activities including group learning; peer mentorship; reflective activities and high fidelity simulation. The authors found self-efficacy and reduced anxiety levels were maintained over time. The authors conclude that students do benefit from a structured learning program prior to working with their supervisors in practice and the benefits of the intervention are sustained for the duration of placement. The implications for professional experience indicate enabling students to be supported prior to the commencement and during  placement is important for contributing to high quality learning opportunities and improving learning outcomes. These findings also have implications for curriculum development. There is a need to prepare and support students prior to undertaking work integrated learning and at the commencement of placement in a range of healthcare environments that goes beyond orientation.  Welcoming and belongingness (which have previously been blogged about) contribute to reducing anxiety and increasing confidence. If you have any comments or suggestions about developing or implementing a structured program for students, you are welcome to post them here.  Please join us @PEPCommunity.