Background: Undergraduate nursing placement in aged care is forecast to grow in importance with the increasing\naging population, and to help to reverse trends in student lack of interest in gerontology careers. However, there is\na need to better understand undergraduate nursing studentsââ?¬â?¢ experiences on placement with older adults, as well\nas key features of quality learning within residential aged care. The aim of this study was to explore how nursing\nstudents understand learning within residential aged care.\nMethods: This qualitative study used a participatory action research approach, and this paper reports on the\nthematic analysis of data from one cycle of undergraduate nursing placement in a Canadian residential aged care\nsetting, with two groups of 7ââ?¬â??8 students and two university instructors. Staff and residents at the research site were\nalso included. Researchers interviewed both groups of students prior to and after placement. Instructors, staff and\nresidents were interviewed post placement.\nResults: Students commenced placement full of apprehension, and progressed in their learning by taking initiative\nand through self-directed learning pathways. Engagement with residents was key to student learning on personcentred\ncare and increased understanding of older adults. Students faced challenges to their learning through\nlimited exposure to professional nursing roles and healthcare aide/student relationship issues. By placement end,\nstudents had gained unique insights on resident care and began to step into advocacy roles.\nConclusions: In learning on placement within residential aged care, students moved from feelings of apprehension\nto taking on advocacy roles for residents. Better formalizing routes for students to feedback their unique\nunderstandings on resident care could ensure their contributions are better integrated and not lost when\nplacements end.
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