title: Aspects of nursing student placements associated with perceived likelihood of working in residential aged care.
abstract: OBJECTIVE
  To investigate which aspects of student nurses' experiences of residential aged care facility clinical placements affect perceived likelihood of choosing a career in residential aged care post graduation.
  
  
  BACKGROUND
  Poor clinical placement experiences as a student contribute to nurses' reluctance to work in aged care. Various factors have been found to improve the placement experience and influence students' attitudes and employment intentions. Missing from the literature is a quantitative - rather than qualitative - exploration of which attributes of an aged care placement link to perceived likelihood of working in residential aged care post graduation.
  
  
  METHODS
  Supported residential aged care placement programmes were developed for nursing students using an evidence-based best-practice model within an action research framework. Staff formed a mentor group in two facilities. During placement, weekly feedback meetings were held for students and mentors.
  
  
  METHODS
  Second-year nursing students (n = 71) participating in a three- or four-week placement programme at two Tasmanian residential aged care facilities (September 2011-May 2013) completed questionnaires on placement experiences. Measures of association (correlation coefficients) were used to assess the effect of a range of variables on the likelihood of working in an aged care facility post graduation.
  
  
  RESULTS
  Associations were identified between the likelihood of working in residential aged care post graduation and nurse mentor-student feedback exchange, Teaching and Learning Score and supportiveness of care workers.
  
  
  CONCLUSIONS
  This study adds to the literature by providing quantitative evidence that certain aspects of aged care placements influence attitudes to working in these sites post graduation.
  
  
  CONCLUSIONS
  To increase interest in working in residential aged care, the teaching and learning environment needs improvement, opportunities should be proffered for mentor-student feedback exchange during placements and care workers need support to mentor effectively.
authors.affiliation: School of Health Sciences, University of Tasmania, Hobart, Tas., Australia.|Wicking Dementia Research and Education Centre, University of Tasmania, Hobart, Tas., Australia.
authors.forename: Emma
authors.initials: E
authors.lastname: Lea
authors.affiliation: Wicking Dementia Research and Education Centre, University of Tasmania, Hobart, Tas., Australia.
authors.forename: Ron
authors.initials: R
authors.lastname: Mason
authors.affiliation: Wicking Dementia Research and Education Centre, University of Tasmania, Hobart, Tas., Australia.
authors.forename: Claire
authors.initials: C
authors.lastname: Eccleston
authors.affiliation: School of Health Sciences, University of Tasmania, Hobart, Tas., Australia.|Wicking Dementia Research and Education Centre, University of Tasmania, Hobart, Tas., Australia.
authors.forename: Andrew
authors.initials: A
authors.lastname: Robinson
mesh_terms: D000328:Adult; D002321:Career Choice; D004508:Education, Nursing, Baccalaureate; D005260:Female; D005851:Geriatric Nursing; D006801:Humans; D008297:Male; D008875:Middle Aged; D010465:Perception; D011336:Probability; D012112:Residential Facilities; D013338:Students, Nursing; D011795:Surveys and Questionnaires; D055815:Young Adult
keywords: care workers; career choice; clinical placements; feedback; mentors; nurse education; nursing students; residential aged care facilities