Enhancing student nurses’ clinical education in aged care homes: a qualitative study of challenges perceived by faculty staff

Abstract

Background Ageing populations are increasing the demand for geriatric care services. As nursing schools respond to this demand, more high-quality clinical placements are required, and aged care homes offer suitable placement sites. Although an aged care experience for students is beneficial, the basis for effective implementation of these placements is yet to be fully established. The aim of this study was to explore faculty staff perspectives on the challenges associated with providing effective clinical education in aged care homes for first-year student nurses. Methods An exploratory qualitative study was performed. Fifteen in-depth interviews were conducted with program leaders of nursing degree programs (n = 4), course leaders (n = 6) and practice coordinators (n = 5) in three Norwegian universities. Data were analysed using thematic analysis. The findings were reported using the Standards for Reporting Qualitative Research (SRQR). Results Five themes were identified regarding the perceived challenges to implementing effective clinical education in aged care homes: (1) low staffing levels of registered nurses limit the capacity to effectively host students; (2) prevalence of part-time teachers can compromise the quality of students’ learning experiences; (3) tensions about the required qualifications and competencies of nurse teachers; (4) variation in learning assessments; and (5) lack of quality assurance. Conclusions These challenges signal key areas to be addressed in quality assurance for effective aged care placements. Further research into the minimum staffing levels required to support student learning in the aged care setting is required. Methods for developing shared practices to facilitate learning in aged care homes need to address the prevalence of part-time teaching appointments. Further research into the levels of qualification and competence required to support student learning in aged care facilities can assist with setting standards for this sector. Finally, academic-practice institutions must engage with government officials and national nursing bodies to develop national standards for clinical education in aged care homes.

Integrating simulation training during clinical practice in nursing homes: an experimental study of nursing students’ knowledge acquisition, self-efficacy and learning needs

“…The unmet learning needs of students should drive changes in traditional practice placement models [ 15 , 37 ]. Our results provide evidence related to knowledge acquisition and meeting learning needs, which may justify the partial replacement of clinical hours in nursing homes by simulation training for first-year nursing students.…”

“…However, students’ access to supervision, feedback and quality learning experiences is not always optimal [ 11 , 12 ]. In nursing homes, the limited number of registered nurses that serve as supervisors can pose a significant challenge to the learning of first-year students who are just beginning their clinical experiences [ 13 – 15 ]. Prior studies have indicated that integrating simulation training as a partial replacement of clinical practice hours may improve learning [ 16 , 17 ].…”

Co‐creating digital educational resources to enhance quality in student nurses' clinical education in nursing homes: Report of a co‐creative process

“…Researching student nurses' clinical placement studies in nursing homes helps to develop approaches to enhance students' learning experiences, stimulating their interest in caring for older people and encouraging them to view aged care as an attractive career option (Laugaland, Billett, et al, 2021, Laugaland, Kaldestad, et al, 2021.…”

“…These goals are vital to meet the growing healthcare demands of an ageing population and the need for highly qualified nursing staff in nursing homes (Laugaland, Billett, et al, 2021, Laugaland, Kaldestad, et al, 2021. Therefore, university nursing programmes play a crucial role in developing and effectively utilizing clinical placements in nursing homes and preparing a workforce to meet future healthcare needs, especially those associated with an ageing population (Keeping-Burke et al, 2020).…”

Using Cultural Lens Theory to Investigate the Impact of a Nursing Education Practicum in Aged Healthcare: Aotearoa New Zealand’s Bi-cultural Framework

“…With aging populations and a rising demand for gerontology care services, this placement experience is an essential part of the curriculum, but is inevitably constrained by the positions available. As Laugaland et al ( 2021 ) note, low staffing levels of registered nurses (exacerbated by the ongoing Covid-19 pandemic) limit the capacity to effectively host students and can result in variation across a cohort’s learning experience, as well as a lack of quality assurance. In New Zealand, entry to aged residential care is available for all people over 65 who are assessed as needing it, on a means-tested, user-pays basis subsidised by public funding.…”