Final-year nursing students' placement experiences in a critical care setting: A qualitative study.

Abstract

Background: Traditionally, ward placements have been utilized for nursing students to refine their management skills before registration. Whilst intensive care units (ICUs) offer unique learning opportunities, they are underutilized for student practice, and limited research has examined ICUs as conducive environments for developing management skills.

Aim: This qualitative study aimed to explore the experiences of nursing students during their final-year placement in critical care.

Study design: An inductive methodology was employed to explore the complexities of being a final-year nursing student in critical care setting. Ten students were recruited between September 2019 and February 2020. Data were collected using individual, face-to-face semi-structured interviews before the Covid-19 pandemic. Thematic analysis was used to analyse the interview data.

Results: Three themes were identified: barriers to learning, empowering transformation and a state of readiness. All the nursing students valued a placement that provided 'real learning' experiences and informed their needs and growth. Coaching and constructive feedback provided crucial markers and influenced students' learning performance. As their confidence increased, students became proactive in identifying complex caring activities to test and refine their knowledge and skills. Students visualized themselves working as a registered nurse within the critical care team.

Conclusions: With appropriate support and supervision, a critical care placement for final-year nursing students is a stimulating and transformational experience.

Relevance to clinical practice: This study highlights the importance of critical care placements for nursing students, aiding their transition to professional practice. Integrating well-supported placements into nursing curricula enhances decision-making abilities and readiness for future roles. Critical care nurse educators and managers should focus on developing effective support systems during these placements. By providing tailored support and preparing students for the demands of critical care, these experiences can improve job satisfaction and confidence, which are crucial for staff recruitment and retention in this challenging field.