The aim of this presentation is to explain what we have learnt from our experience of working together – education and health care providers – to support student work integrated learning in the undergraduate nursing program. The traditional approach to work integrated learning is described and an explanation of the collaborative process and the outcomes achieved provided.
In the mid-1980s registered nurse education in Australia transferred from hospital based training to the higher education sector. This change saw higher education providers responsible for education programmes with a primary focus on learning; health facilities responsible for the student experience in the clinical area with a primary focus on health services; and students traversing the divide. To address this divide a partnership approach was utilised to develop a more seamless approach to work integrated learning along the student continuum to graduate.
An academic from the education provider was engaged by the health facility (0.5) to support facilitation, funded by the Office of the Chief Nursing and Midwifery Officer, Queensland. Governance issues and knowledge deficits raised by clinical facilitators were addressed including:
- Inter-institutional communication
- Diversity in education providers’ requirements – scopes of practice, assessment, and processes to address student practice concerns;
- Understanding student learning experience; and
- Addressing practice partner (RN) learning knowledge.
Future collaboration aims to further streamline the learning continuum by clinical facilitators teaching into the education provider’s program and further supporting practice partners with student learning in the workplace.
Keywords: student nurses, work inter grated learning, collaboration, governance