title: Quality clinical placements: The perspectives of undergraduate nursing students and their supervising nurses.
abstract: BACKGROUND
  Clinical placement for students of nursing is a central component of tertiary nursing programs but continues to be a complex and multifaceted experience for all stakeholders.
  
  
  OBJECTIVE
  This paper presents findings from a longitudinal 3-year study across multiple sites within the Australian context investigating the quality of clinical placements.
  
  
  METHODS
  A study using cross-sectional survey.
  
  
  METHODS
  Acute care, aged care and subacute health care facilities.
  
  
  METHODS
  A total of 1121 Tasmanian undergraduate nursing students and 932 supervising ward nurses.
  
  
  METHODS
  Survey data were collected at completion of practicum from participating undergraduate students and supervising ward nurses across the domains of "welcome and belonging," "competence and confidence: reflections on learning," and "support for learning." In addition, free text comments were sought to further inform understandings of what constitutes quality clinical placements.
  
  
  RESULTS
  Overwhelmingly quantitative data demonstrate high-quality clinical placements are provided. Analysis of free text responses indicates further attention to the intersect between the student and the supervising ward nurse is required, including the differing expectations that each holds for the other. While meaningful interpersonal interactions are pivotal for learning, these seemingly concentrated on the relationship between student and their supervisor-the patient/client was not seen to be present.
  
  
  CONCLUSIONS
  Meaningful learning occurs within an environment that facilitates mutual respect and shared expectations. The role the patient has in student learning was not made obvious in the results and therefore requires further investigation.
authors.affiliation: ADON Research and Practice Development, Royal Hobart Hospital, University of Tasmania, PO Box 1061, Hobart. TAS, Australia. Electronic address: Karen.ford@dhhs.tas.gov.au.
authors.forename: Karen
authors.initials: K
authors.lastname: Ford
authors.affiliation: School of Nursing and Midwifery, University of Newcastle, Richardson Wing, University Drive, Callaghan, NSW 2308, Australia. Electronic address: helen.courtney-pratt@newcastle.edu.au.
authors.forename: Helen
authors.initials: H
authors.lastname: Courtney-Pratt
authors.affiliation: Faculty of Health, University of Tasmania, Locked Bag 1322, Launceston, TAS 7250, Australia. Electronic address: annette.marlow@utas.edu.au.
authors.forename: Annette
authors.initials: A
authors.lastname: Marlow
authors.affiliation: School of Health Sciences, University of Tasmania, Private Bag 135, Hobart 7001, Australia. Electronic address: J.F.Cooper@utas.edu.au.
authors.forename: John
authors.initials: J
authors.lastname: Cooper
authors.affiliation: School of Health Sciences, University of Tasmania, Private Bag 135, Hobart 7001, Australia. Electronic address: danielle.williams@utas.edu.au.
authors.forename: Danielle
authors.initials: D
authors.lastname: Williams
authors.affiliation: Wicking Dementia Research and Education Centre, University of Tasmania, Medical Sciences Precinct, Building 1, 17 Liverpool Street, Private Bag 143, Hobart, TAS 7001, USA. Electronic address: ron.mason@utas.edu.au.
authors.forename: Ron
authors.initials: R
authors.lastname: Mason
mesh_terms: D001291:Attitude of Health Personnel; D001315:Australia; D002983:Clinical Competence; D003430:Cross-Sectional Studies; D004508:Education, Nursing, Baccalaureate; D006801:Humans; D007400:Interprofessional Relations; D007858:Learning; D008137:Longitudinal Studies; D015402:Nursing Education Research; D011231:Preceptorship; D036301:Qualitative Research; D013338:Students, Nursing / Q000523:psychology*
keywords: Clinical placements; Supervision; Undergraduate nursing students; Work-based learning