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An Exploration of the Impact of a Work Integrated Learning Community (WILCo) Model on Students’ Placement Experiences and Intention to Remain: A Longitudinal, Exploratory Study
Journal article   Open access   Peer reviewed

An Exploration of the Impact of a Work Integrated Learning Community (WILCo) Model on Students’ Placement Experiences and Intention to Remain: A Longitudinal, Exploratory Study

Nicola Whiteing, Felicity Walker, Christina Aggar and Karen Bowen
Nursing forum (Hillsdale), Vol.2024(1), 867818
24/11/2024
DOI: https://doi.org/10.1155/nuf/8867818
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Abstract

clinical placement longitudinal nursing students Work Integrated Learning
Background: Work Integrated Learning experiences contribute to nursing student attrition and preparation for practice. A predicted global shortage of nurses requires healthcare organisations and education providers to review and implement new models of Work Integrated Learning to best prepare and retain nursing students for practice. Work Integrated Learning opportunities within the same healthcare facility may improve nursing student’s clinical learning experiences. Objectives: To explore student experiences during a Work Integrated Learning Community (WILCo) model and their intention to remain working at the healthcare facility upon graduation. Design: A longitudinal, exploratory, qualitative research study utilising focus groups. Settings: Tertiary teaching hospitals in regional New South Wales Australia. Participants: A convenience sample of Bachelor of Nursing students ( n = 26) studying at a regional university in Australia who were participating in the WILCo program were invited to participate in this research. Methods: Focus groups were conducted with students after the completion of their Work Integrated Learning experiences ( n = 16) during their degree. Data were thematically analysed using Braun and Clarke’s framework. Results: Five themes emerged: ‘learning local’, ‘belonging’, ‘collegiality’, ‘piecing together the puzzle’: ‘theory and practice’ and ‘looking to the future’. Conclusion: Work Integrated Learning opportunities at the same healthcare facility had a positive effect on student’s sense of belonging and collegiality. The continuity of the placement allowed familiarity with complex systems, processes and healthcare staff, which reduced stressors. This collaborative Work Integrated Learning initiative was successful in improving the quality of the student learning experience and their intention to seek employment within the healthcare facility.

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