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Aspects of nursing student placements associated with perceived likelihood of working in residential aged care

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  • Emma Lea
  • Ron Mason
  • Claire Eccleston
  • Andrew Robinson

Abstract

Aims and objectives 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. Design 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. Relevance to clinical practice 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.

Suggested Citation

  • Emma Lea & Ron Mason & Claire Eccleston & Andrew Robinson, 2016. "Aspects of nursing student placements associated with perceived likelihood of working in residential aged care," Journal of Clinical Nursing, John Wiley & Sons, vol. 25(5-6), pages 715-724, March.
    • Handle: RePEc:wly:jocnur:v:25:y:2016:i:5-6:p:715-724
    DOI: 10.1111/jocn.13018
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    References listed on IDEAS

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    1. Laurie Grealish & Kasia Bail & Kristen Ranse, 2010. "‘Investing in the future’: residential aged care staff experiences of working with nursing students in a ‘community of practice’," Journal of Clinical Nursing, John Wiley & Sons, vol. 19(15‐16), pages 2291-2299, August.
    2. Amanda Henderson & Debra K Creedy & Marie Cooke & Rachel Walker, 2010. "Modification of a student feedback tool that provides feedback to staff in clinical contexts," Journal of Clinical Nursing, John Wiley & Sons, vol. 19(19‐20), pages 2936-2938, October.
    3. Commission, Productivity, 2011. "Caring for older Australians," Inquiry Reports, Productivity Commission, Government of Australia, number 53.
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    1. Emma J Lea & Sharon Andrews & Megan Stronach & Annette Marlow & Andrew L Robinson, 2017. "Using action research to build mentor capacity to improve orientation and quality of nursing students’ aged care placements: what to do when the phone rings," Journal of Clinical Nursing, John Wiley & Sons, vol. 26(13-14), pages 1893-1905, July.
    2. Emma Lea & Annette Marlow & Erika Altmann & Helen Courtney‐Pratt, 2018. "Nursing students’ preferences for clinical placements in the residential aged care setting," Journal of Clinical Nursing, John Wiley & Sons, vol. 27(1-2), pages 143-152, January.

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