The influence of placements on adult nursing graduates' choice of first post

Abstract

Background: This article presents findings from a study that sought to explore the extent to which clinical placements have an impact on nursing students' decisions regarding their first staff nurse post. Within the UK, nursing is facing a recruitment crisis with particular difficulty recruiting to areas such as primary care and care of older people. Transitioning into a new role is challenging in any occupation, but it is a particular problem in nursing where the realities of professional practice often differ from students' perception of the staff nurse role as shaped by their clinical placements. Aim: This pilot study aimed to explore the influence of practice placements on final-year adult nursing students' career decisions. Method: Qualitative and quantitative data were collected in a single phase using a questionnaire distributed to nursing students on the final day of their course. A total of 35 completed questionnaires were returned (response rate 57%). Results: Half of the participants entered the course with preconceived preferences for clinical specialisms. However, only five participants (14%) applied for first-destination posts in that specialism. The overall importance of placements in career choice increased across the three years of the programme. Although placements in all three years are important, the experiences in year 3 are pivotal, with 74% ranking these as ‘significantly influential’ in their decision-making process. Analysis of the data obtained from the free-text responses from the questionnaire suggested that working environment; the level of support provided by mentors and clinical staff; the opportunity to make a difference to patients' lives and the variety of placements, were key influences on nursing students' decision regarding their first staff nurse post. Conclusions: This study highlights the key role of practice placements in the career choices of student nurses, particularly during the final year of their programme. It shows that students are likely to apply for posts in the placement area they found to be most supportive and developmental.

Singaporean nursing students' perceptions of a career in community nursing

“…There was a general perception that the community nursing career path was bleaker and narrower than the acute care nursing career path. This is consistent with previous studies that cited a significant disparity between acute and community nursing in terms of career advancement and professional growth (van Lersel et al ; Wareing et al ). Since the potential for career development was a compelling extrinsic motivator for these millennial nurses, healthcare institutions in Singapore need to elucidate a clearly defined career framework and regulate work practices in community nursing, encompassing opportunities for career development and continuing nursing education to enhance recruitment.…”

“…This could be attributed by fast‐paced high‐patient acuities, technologically advanced levels of care and wider variety of clients in acute settings, which are often associated with more diverse learning opportunities, better career prospects and greater specificities in professional development (van Lersel et al ). In contrast, the seemingly mundane job nature and resource inadequacy in community nursing were perceived to limit professional development (Kloster et al ; Wareing et al ), and most regarded it as a nursing specialty of lower status (Duah ; van Lersel et al ). Such overriding beliefs, values and practices, which refer to the macrosystem, have a cascading impact on their career intentions (Hickey et al ).…”

How nursing students’ placement preferences and perceptions of community care develop in a more ‘community-oriented’ curriculum; A longitudinal cohort study

“…Third, no impact of a factual placement in community care on students' intention to work in the field is visible in this cohort. This contrasts with several studies, where students who participated in a placement were more likely to intend to work in community care [7,10,22,47], and with the last placement being crucial [48]. With regard to placement experiences in this student cohort, it seems noteworthy that the items in the placement scale on 'contact with mentor' and 'time to evaluate'…”

How nursing students’ placement preferences and perceptions of community care develop in a more ‘community-oriented’ curriculum: A longitudinal cohort study

“…Third, no impact of a factual placement in community care on students' intention to work in the eld is visible in this cohort. This contrasts with several studies, where students who participated in a placement were more likely to intend to work in community care [7,10,22,47], and with the last placement being crucial [48]. With regard to placement experiences in this student cohort, it seems noteworthy that the items in the placement scale on 'contact with mentor' and 'time to evaluate' [ Table 2] have a low score at T0, but even lower at the end (<5).…”