Experiences of faculty and staff nurses working with nursing students during clinical placement in residential aged care facilities: a systematic review of qualitative evidence

Abstract

Objective:The objective of this review was to synthesize evidence on the experiences of faculty and staff nurses working with nursing students in clinical placement in residential aged care facilities.Introduction:Nursing education helps prepare students to provide quality care to older adults. Nursing programs across the globe are championing the integration of content on the care of older adults into their curricula as well as recognizing the value of clinical placements that focus exclusively on this population. Staff nurses who work in residential aged care facilities often work alongside students. In this role, they can support faculty and mentor students. This review explored faculty and staff experiences of nursing student placements in such facilities.Inclusion criteria:This review considered qualitative studies that address the experiences of faculty and staff nurses working with nursing students in residential aged care facilities. Studies published in English from 1995 onward were included.Methods:The literature search was conducted in CINAHL, MEDLINE, Embase, and ERIC. The search for unpublished articles included Proquest Dissertations and Theses and Google searches of the Canadian Nurses Association and American Nurses Association websites. Papers were screened by two reviewers independently against the inclusion criteria. Those meeting the criteria were appraised using the JBI critical appraisal checklist for qualitative research. Key findings from included studies were extracted using a standardized tool and classified as unequivocal, credible, or not supported. This review followed the principles of meta-aggregration in line with the JBI approach.Results:Six studies, published between 2001 and 2017, were included in the review. A total of 32 findings were extracted and aggregated into nine categories. From the nine categories, four synthesized findings were developed: i) students enhance the environment, whereby faculty and staff perceive that student presence enhances the residential aged care work and living environment, ii) effort is required by faculty and staff to make the experience work, reflecting a need for faculty and staff to accept and work with negativities, iii) residential aged care facilities provide rich learning experiences, indicating an appreciation for available learning opportunities, and iv) importance of a residential aged care-academic partnership for a collaborative approach in creating positive experiences for faculty and staff working with students in this setting.Conclusion:Faculty and staff experiences highlight that residential aged care has the potential to provide students with valuable learning experiences, including how to provide comprehensive and quality nursing care to older adults. A lack of resources in residential aged care inspires faculty and staff to be creative in how they work with students. However, working with students can be challenging for faculty who lack interest and expertise in caring for older adults in this setting. Additionally, staf...

Igniting a focus on mentorship

“…9 The long-term sequalae and attrition rates in RACFs attributable to the pandemic are not yet known, and impacts on student placements are likely to be felt for many years to come. Given that the findings in our review show that staff in RACFs were already feeling undervalued and under-recognized before the pandemic, 5 the importance of promoting RACFs as a desirable place to learn and work cannot be overstated. Now more than ever, faculty and staff need to present a united front for new learners and collectively invest in igniting a passion for gerontological nursing and long-term care.…”

“…While not disputing the many challenges in making the RACF environment an attractive place to work and in cultivating students’ interest in aged care, the positive impact students can have on the setting should not be overlooked. To this point, another synthesized finding of our review is that staff perceive students as enhancing the RACF environment 5 . Students inspire faculty and staff to grow and develop as professionals, offer a reciprocal exchange of knowledge and experiences, and contribute to improved resident care.…”

“…The results of our systematic review in this issue of JBI Evidence Synthesis reveal that clinical experiences in RACFs are not always sufficient to provide faculty and staff ''a voice to lead'' 4 ; that is to say, placements alone are not enough to ignite enthusiasm for aged care or an appreciation for the learning opportunities available in RACFs. 5 Faculty and staff must be prepared to share their unique expertise in this setting, confront students' negativity about aged care, and invest considerable effort into highlighting learning opportunities available in the setting. The need to invest in faculty who have passion and expertise in gerontological nursing is evident, along with the need to prepare staff in RACFs for student placements.…”

“…To this point, another synthesized finding of our review is that staff perceive students as enhancing the RACF environment. 5 Students inspire faculty and staff to grow and develop as professionals, offer a reciprocal exchange of knowledge and experiences, and contribute to improved resident care. The value of having students in RACFs must remain a focal point in the ongoing conversation around how to address staffing shortages and recruit nurses to work in aged care environments.…”

Experiences of faculty and staff nurses working with nursing students during clinical placement in residential aged care facilities

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Evidence-based information sheets for health professionals

Information sourceThis Best Practice Information Sheet is a summary of evidence derived from a systematic review published in 2022 in JBI Evidence Synthesis. [1] Note: The information contained in this Best Practice Information Sheet must only be used by people who have the appropriate expertise in the field to which the information relates. While care has been taken to ensure that this Best Practice Information Sheet summarizes available research and expert consensus, any loss, damage, cost or expense or liability suffered or incurred as a result of reliance on this information (whether arising in contract, negligence, or otherwise) is, to the extent permitted by law, excluded.

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