ABSTRACT
Background
Clinical placement experience is closely linked to nursing students’ decisions to
withdraw from their nursing degrees. While most nursing students withdraw before the
end of the first year, a proportion leave in the latter years. There is a need to
understand students' experiences of clinical placement across the entirety of their
program.
Aim
To describe and explore nursing students' longitudinal clinical placement experience
during the nursing degree. This information will inform strategies that can be scaffolded
across the degree to support quality clinical placements.
Methods
An integrative review utilising Whittemore and Knafl's framework. Studies published
from 2010 to 2020 were identified using eight databases.
Results
A total of 368 papers were located, seven met the inclusion criteria. Two themes emerged
from analysis: support and the emerging practitioner. The central focus of the students’
experience over time was present.
Discussion
Clinical placement support during the nursing degree was paramount to the student
experience, with the type and level of support changing over time. Development of
supportive relationships is critical to nursing students’ sense of belonging and connectedness.
The importance of familiarity and continuity of place may positively influence student
attrition and transition into the workforce.
Conclusion
Provision of timely, appropriate support and an inclusive work environment is key
to successful clinical placement experiences over time. This may be enhanced using
a Collaborative Clinical Placement Program model. Further research is needed to explore
students’ longitudinal experience of clinical placements across the nursing degree.
Keywords
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Article info
Publication history
Published online: July 20, 2022
Accepted:
July 5,
2022
Received in revised form:
June 23,
2022
Received:
July 29,
2021
Publication stage
In Press Corrected ProofIdentification
Copyright
© 2022 Australian College of Nursing Ltd. Published by Elsevier Ltd.
