Enhancing student practice readiness through a collaborative clinical education model
Tracks
Track 1
| Friday, July 25, 2025 |
| 11:35 AM - 11:55 AM |
| Royal Theatre |
Overview
Presenter: Dr Gary Crowfoot MACN
Speaker
Dr Gary Crowfoot
Senior Lecturer
The University Of Newcastle
Enhancing student practice readiness through a collaborative clinical education model
11:35 AM - 11:55 AMAbstract
INTRODUCTION:
Professional experience learning within clinical environments is crucial to pre-registration nursing education. Existing professional education models lack sufficient supervision quality and support to adequately prepare pre-registration nursing students for workforce transition. Innovative professional experience placement models are needed to support student learning and prepare students for workforce transition.
AIM:
To evaluate the impact of a continuity-aligned dedicated education unit placement model on the learning quality and workforce preparedness of third-year undergraduate nursing students.
METHOD:
Thirty-nine (39) students completed 10 weeks of professional experience placements (4 weeks in semester one, 6 weeks in semester two) in an orthopaedic/surgical ward across a seven-day rotating roster. All ward nursing staff were provided with preceptorship education and training. Students were aligned to a small group of consistent preceptors with specialised support provided by an embedded specialist clinical nurse educator and a university educator. A longitudinal survey series measured student perceptions of learning quality using the Placement Evaluation Tool. Five additional questions were used to explore student’s perceived knowledge, skills, and preparedness for workforce transition.
RESULTS
Statistically significant results were observed for all reported survey measures. Strong improvements were observed in student orientation (p= <0.001), exposure to positive role models (p=0.001), feeling safe in clinical environments (p=0.001), and feeling valued during their placement (p=<0.001). Students reported that professional experiences were authentic to real-world nursing practice, expanded learning opportunities, and increased support. Students perceived placement continuity to enhance their learning experience.
CONCLUSION
The continuity-aligned dedicated education unit model has demonstrated the capability to deliver highly collaborative and high-quality learning experiences for pre-registration nursing students. It has also reported substantial improvements in self-perceived preparation for workforce transition by nursing students.
Professional experience learning within clinical environments is crucial to pre-registration nursing education. Existing professional education models lack sufficient supervision quality and support to adequately prepare pre-registration nursing students for workforce transition. Innovative professional experience placement models are needed to support student learning and prepare students for workforce transition.
AIM:
To evaluate the impact of a continuity-aligned dedicated education unit placement model on the learning quality and workforce preparedness of third-year undergraduate nursing students.
METHOD:
Thirty-nine (39) students completed 10 weeks of professional experience placements (4 weeks in semester one, 6 weeks in semester two) in an orthopaedic/surgical ward across a seven-day rotating roster. All ward nursing staff were provided with preceptorship education and training. Students were aligned to a small group of consistent preceptors with specialised support provided by an embedded specialist clinical nurse educator and a university educator. A longitudinal survey series measured student perceptions of learning quality using the Placement Evaluation Tool. Five additional questions were used to explore student’s perceived knowledge, skills, and preparedness for workforce transition.
RESULTS
Statistically significant results were observed for all reported survey measures. Strong improvements were observed in student orientation (p= <0.001), exposure to positive role models (p=0.001), feeling safe in clinical environments (p=0.001), and feeling valued during their placement (p=<0.001). Students reported that professional experiences were authentic to real-world nursing practice, expanded learning opportunities, and increased support. Students perceived placement continuity to enhance their learning experience.
CONCLUSION
The continuity-aligned dedicated education unit model has demonstrated the capability to deliver highly collaborative and high-quality learning experiences for pre-registration nursing students. It has also reported substantial improvements in self-perceived preparation for workforce transition by nursing students.
Biography
Dr Gary Crowfoot is a Senior Lecturer at the University of Newcastle. Gary has a passion for improving nursing education and scholarship within clinical settings. His work explores the impact of continuity-aligned enhanced placement models on students, nurses, workforce transition, and patients through clinical service delivery.
