Holistic Recognition: The Path To Satisfaction An Interpretive Descriptive Study Of Student Nurses’ Experiences Of The Clinical Learning Environment

Student nurses in England spend half of their pre-registration undergraduate programme undertaking practical placements outside the university setting. Their satisfaction with these placements is essential for retention, both on the programme and within the nursing profession. Therefore, there is a need to understand the experience from the perception of student nurses and to consider how satisfaction with the experience might be improved.

This interpretive descriptive study explored the practice placement experiences of first-year and third-year student nurses undertaking a three-year pre-registration BSc (Hons) Nursing (Adult) programme focusing on their satisfaction, expectations, and learning. Fifteen semi-structured interviews were conducted with eight student nurses from a higher education institution (HEI) in the North-East of England. Following a reflexive thematic analysis process, three themes were developed centred around the concept of 'holistic recognition': 'feeling seen,' 'feeling valued', and 'navigating the journey' to becoming a Registered Nurse (RN). These themes highlight the diverse needs of student nurses beyond the skills and knowledge competencies traditionally emphasised in practice placements.

This research study makes several recommendations to enhance student nurse satisfaction with their practice placements. Collaboration between HEIs and practice partners is crucial, enabling an individualised framework that considers each student's needs. Placements should be student-focused, accommodating their external commitments, providing advance off-duty planning, and recognising the importance of pre-placement contact. Additionally, placement allocations should consider location relative to students' home addresses and transportation costs. Furthermore, reducing anxiety through minimising placement area changes and balancing academic demands is essential. Making learning opportunities and the hidden curriculum of professional identity and socialisation explicit and revising terminology to avoid inaccurate perceptions are also recommended. Overall, this research makes a unique contribution to understanding and improving the practice placement experiences of student nurses, providing valuable insights for clinical teams, nurse academics, and university staff supporting student nurses.