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Background: Mandatory placement-based work-integrated learning (WIL) poses challenges for nursing students who work whilst studying. The financial burden of WIL links to other known direct and indirect challenges, yet no Australian study has quantified the financial challenges resulting from attending mandatory WIL placements. Placement-based WIL costs may preclude some students from completing WIL, which may impact student attrition and the future health workforce. Aim: To investigate Australian nursing students’ financial challenges related to mandatory WIL. Methods: An online cross-sectional survey conducted with nursing students from nine Australian universities across five Australian states. The 28-question survey investigated the location of, and travels to, the most recent WIL placement; and students’ employment, accommodation, financial support, expenses and debts, and financial strain pertaining to WIL placements. Results: Overall, 2,359 students participated. The majority were employed (84%); 65% of these reported that they were unable to work during WIL, affecting their employment. One-third incurred a financial liability from their placement, 79% reported financial hardship, and 73% found their placement stressful due to financial strain. Financial issues affected 62% of students’ health and wellbeing. Discussion: Financial pressures related to WIL impact nursing students. While students have strategies to reduce these pressures, universities can also better manage their placement preferencing and support of students to reduce financial impacts of placement-based WIL on students. Conclusions: Nursing students face substantial financial challenges related to placement-based WIL. Scholarship programs and other forms of support are required to assist nursing students to undertake WIL.

Background In preparation for future needs of the health workforce there has been an increase of student enrolments into health-related courses resulting in competing demands for quality professional experience placements. Consequently, additional student and preceptor support is necessary to ensure positive learning outcomes for students placed in rural areas. Aim To evaluate a whole of community facilitator model of support for nursing students and their preceptors in rural practice settings. Methods An evaluation approach included a needs analysis; literature review and online surveys from preceptors, facilitators and nursing students. Findings The results of the needs analysis and surveys identified how the whole of community facilitator model contributed to supporting preceptors to build placement capability and promote workforce development. The results revealed benefits to students and preceptors. Emerging themes from responses centred on the interrelationship between the learning, teaching and healthcare environments. Conclusion Preceptors recognised the value of the whole of community facilitator model through their contribution of clinical and educational information, resources, modelling professional development, and provision of support. It was acknowledged multiple placement opportunities within a single community, enriched student experiences. With refinement, this model has potential to contribute to workforce development in other rural placement environments. To review the effectiveness of the model of facilitation, this paper focuses on the perspective of preceptors.

Summary Background Previous research has indicated a disconnect between academic nursing programmes and workplace learning environments. Nurse supervisors and clinical practitioners have reported inadequate information and training on how to support students of nursing to learn in the clinical setting. Objective This study aimed to investigate the level of confidence that clinical supervisors have in relation to specific components of supporting student learning in the work place. Design Survey of clinical nurse supervisors. Setting Simulation-based clinical reasoning workshops. Participants Sixty participants: fifty nine registered nurses, including nurse managers and clinical nurse educators, and one allied health professional. Methods Survey using Likert scales and free-text questions. Results The findings indicated that clinicians were confident in sharing their knowledge and experience with students and making them feel welcome in the work place, they were less confident about what were the significant learnings in relation to students' academic programme. Registered nurses supervising students were experienced clinicians with many role responsibilities, which were perceived as barriers to the role of clinical supervisor. Participants reported that they would like tools to assist them with developing links to the academic programme. They considered that these tools would support student learning and remediation in the work place. Conclusions This study found that the abilities of supervisors to support student learning is an identified gap impacting on work integrated learning. The results indicated the need for a professional development workshop, to enable clinical supervisors to move beyond promoting a supervision model, towards a theoretical framework for assisting and guiding students to learn. Addressing this deficit will improve growth and change in student learning in the work place.

This interdisciplinary study investigated the transformative role of Echo360 lecture capture software on student learning behaviours within the disciplines of nursing, maritime management and engineering at an Australian university. The aim of this study was to examine how students used the system to enhance their learning. A comparison of class attendance and use of Echo360 generated materials revealed limited differences between different disciplines, even though the cohorts were quite diverse. The implications for learning and teaching show the need to be cognisant of generational difference and level of information communication technology skills when developing curriculum.