Clinical Placement Opportunities Research Articles

Process Mapping Midwifery Students' Clinical Placement in Sierra Leone: Identifying Facilitators and Barriers.

Background: Improving midwifery education is critical to improving maternal and infant health outcomes in Sierra Leone. A significant priority within midwifery education is to strengthen the clinical teaching and students' hands-on experience in the clinical setting. Objectives: To identify facilitators and challenges within midwifery students' clinical placements and to highlight areas to strengthen the clinical midwifery education system as well as the role of preceptors. Methods: We conducted a participatory process mapping with two schools of midwifery in Sierra Leone to detail steps taken by practicing midwives and midwifery faculty when students are placed in clinical settings for midwifery rotations. Findings: There were 42 participants from the Bo and Makeni regions of Sierra Leone. Participants included midwifery faculty from the Schools of Midwifery in Makeni and Bo, clinical midwives from two regional government hospitals, clinical midwives from two affiliated community health centers, and midwives from the District Health Management Teams. Three recurring themes emerged in the process. First, there was always some element of preparing or teaching the student. Second, there were administrative tasks to coordinate between the schools, clinical sites, and students, before, during, and after clinical placements. And third, there were elements of communication and collaboration between schools and clinical sites/preceptors that could be improved through shared understanding and standardization. Additional themes were inconsistencies across activities before, during, and after students' clinical placement and limited opportunities and confusion around systems of evaluating all components of the clinical placement experience. Conclusions: This study provides insight into the process of midwifery students' clinical placement and highlights facilitators to be standardized and some modifiable barriers to be addressed. As Sierra Leone and many other similar countries in sub-Saharan Africa attempt to strengthen students' clinical education through educating and developing preceptors, processing mapping can be a useful tool.

Nursing Students` Experiences with Clinical Placement During the COVID-19 Pandemic After the Online Education: A Qualitative Study

Objective: Due to the coronavirus, clinical placement opportunities for nursing students have been reorganized, and their education has transitioned to online education. To examine the clinical placement experiences of nursing students following their online education during the COVID-19 pandemic.Material and Methods: A qualitative method with a phenomenological approach. A total of 111 eligible nursing students from the 2nd, 3rd, and 4th who had online nursing education and clinical placements during the COVID-19 pandemic were recruited. Thematic analysis was used with NVivo 20 program. Results: There themes emerged from the data: 1) The impact of COVID-19 on nursing students; 2) Perceived online education during COVID-19;3) Clinical experiences during COVID-19.Conclusion: The significance of clinical placement experiences has been highlighted because of the negative impacts of the lack of clinical practice on nursing students' learning processes.

Speech Pathology Student Perspectives on Virtual Reality to Learn a Clinical Skill

Evidence supports the use of simulation in educating speech pathology (SP) students, however most of the research has centered on low fidelity techniques as opposed to high fidelity and immersive technologies like virtual reality (VR). Whilst there has been research on the use of VR to teach clinical skills to students in other health disciplines (e.g., dentistry, nursing), use of VR in SP has focused mainly on its use in client intervention. There is an opportunity to use VR to teach clinical skills to SP students, particularly in response to barriers to clinical placement opportunities like the COVID 19 pandemic. Aim/s: The aim of this qualitative study was to explore students’ perceptions on the use of VR to learn a clinical skill: administration of an oral musculature assessment (OMA). Second year SP students received VR training on OMAs (VR-OMA) at the start of their first pediatric clinical placement. Students completed a brief, open-ended survey regarding their experiences and perceived impact of the VR tool. Data from 55 surveys were retrospectively analyzed using a thematic approach. Results: Survey responses highlighted that the VR-OMA training created a positive learning experience. Five themes were generated: the technology, the teaching and learning strategies, the outcomes, the experience, and a good alternative. Speech pathology students valued the inclusion of the VR-OMA training in their learning and highlighted many advantages to the use of this technology when learning a clinical skill.

Experiences of registered nurses supporting nursing students during clinical placement using a facility-based model: A mixed methods study

BackgroundAn ageing workforce and increased vacancies has seen a steady growth in nursing student enrolments. This has created a need to re-think how to optimise existing clinical placement opportunities while ensuring quality student experiences and staff satisfaction in their support role. ObjectivesTo provide insights into the experiences and satisfaction levels of Registered Nurses who supported nursing students during clinical placement using a facility-based model. DesignA quasi-experimental design. SettingsThree wards in an acute care facility and Primary and Community Health within the Southwest of Sydney, New South Wales, Australia. ParticipantsParticipants included Registered Nurses/Midwives, Facility-based liaison support staff, and Nurse Managers. InterventionWithin the 24/7 facility-based model, each nursing student was allocated to one Registered Nurse for the duration of the clinical placement period. The pair was rostered to complete the same day, evening, night, and weekend shifts. MethodsA cross-sectional survey related to staff satisfaction was administered to participants at two time points: (a) prior to the commencement of the intervention (baseline survey); and (b) at the completion of the intervention. Following the intervention participants were invited to a focus group or an individual interview. ResultsThere were no statistically significant changes in the levels of staff satisfaction from baseline to post-intervention; with personal fulfilment scoring the highest and workload the lowest. Staff who worked in the Primary and Community Health settings were less satisfied with this model of student support. Overall, most participants reported high personal satisfaction, professional growth and development opportunities yet acknowledged this came at a cost, with an increased workload. ConclusionsParticipants were satisfied with the facility-based model in supporting student learning on clinical placement. The model is fit for purpose however it does need to be tailored to the contextual needs of nurses working in Primary and Community settings.

Competition or collaboration in regional Australia? A cross-border and multi-university approach to maximising rural health investments, community health and health workforce outcomes.

To describe the establishment of a cross-border and multi-university collaboration in rural Australia to mitigate potential competition, maximise Rural Health Multidisciplinary Training (RHMT) Programme investments and regional health workforce outcomes. Rural Health Multidisciplinary Training programme investments have enabled the establishment of 19 Australian University Departments of Rural Health (UDRH) and 17 Rural Clinical Schools. The importance of these investments is acknowledged. However, in regional settings, due to limited clinical placement and training opportunities, there is potential for heightened competition between universities who are operating within shared geographical footprints. Competition between universities risks focusing RHMT programme activity on individual reporting requirements and activities, in preference to: regional needs; existing community-university relationships; and place-based approaches to health workforce development. A rural New South Wales and Victorian RHMT-funded departments, collectively known as the Sunraysia Collaboration. Strategic and operational processes, structures and actions underpinning collaboration formation and relationship consolidation will be described. Co-design methodologies employed to collectively define collaboration vision and aims, governance framework and guiding principles, reporting structures and co-contributions to teaching, research and service will be discussed. Collaboration sensitivity to the social, cultural, relationship and economic connectedness within the region and existing health workforce flows will also be explored. The Sunraysia collaboration demonstrates one approach towards mitigating potential competition between RHMT Programme funded universities within rural and remote Australia. The collaboration is an exemplar of co-design in action providing an alternative approach to address RHMT Programme parameters and regional needs whilst supporting rural-remote health workforce training and education innovations.

Patient Outcomes from Student-Run Health Services: An Integrative Review.

BackgroundStudent-run clinics (SRCs) offer an innovative approach to expand healthcare access and equity and increase clinical placement opportunities for students. However, research on the health benefits and/or outcomes of such clinics is currently fragmented.MethodsAn integrative review was conducted to capture and synthesize findings across a range of study types involving varied student disciplines, student delivered intervention types, and health conditions addressed or care areas of focus. Only published and peer reviewed studies were included. Studies needed to report outcomes in a defined study group measured over time, or report SRC data with explicit comparisons to non-SRC settings. Data were analyzed using inductive content analysis to identify major themes and natural clustering of health outcomes measured.ResultsFifty-one articles were selected for review based on the eligibility criteria. Studies were predominantly from the United States, and most (n = 34, 67%) adopted a case review methodology for measuring outcomes. Health outcomes were evaluated in relation to a range of health conditions that, for the purposes of this review, were considered to naturally cluster into eight categories: diabetes, hypertension, functional health/quality of life, depression, hospital utilization, substance use, weight, health screening/vaccinations, and others.ConclusionThis integrative review sought to evaluate the health outcomes accrued by patients in student-run health clinics. Taken as a whole, the literature suggests positive health outcomes resulting from student-run clinics across a range of health conditions. Greater confidence in care-related findings would be achieved from future research utilizing more robust and prospective study designs.

Virtual simulation debriefing in health professions education: a scoping review protocol.

The objective of this scoping review is to identify and map the existing literature on virtual simulation debriefing methods utilized in health professions education. Virtual simulation has emerged as a feasible alternative to in-person learning, allowing learners to continue their education despite constraints of space, finances, and clinical placement opportunities. Virtual simulation has proven to be a vital resource for health care students during the COVID-19 pandemic. While virtual simulation provides students with continued opportunities to develop knowledge and critical thinking in a safe environment, debriefing is a crucial step for successful knowledge uptake and deeper learning. Several studies have examined this topic in various health care settings; however, there are currently no scoping reviews that have explored virtual simulation debriefing in health professions education. This review will consider primary and secondary source articles that explore debriefing of virtual simulation within any undergraduate or graduate health education programs. Any setting that provides virtual simulation and debriefing, in any country, will be included. The review will be conducted in accordance with JBI methodology for scoping reviews and will search the following databases: Cochrane Library, JBI Evidence-based Practice Database, MEDLINE, CINAHL, Epistemonikos, Embase, ERIC, PsycINFO, Nursing and Allied Health Database, and Web of Science. Studies published from 2016 onward will be considered. The data extracted will include specific details about the concept, context, studymethod, and critical findings relevant to the review objective. Data will be presented in diagrammatic or tabular format in a manner that aligns with the objective of this scoping review. Open Science Framework https://osf.io/36s5x.

Exploring the Factors Influencing Medical Student Engagement with Rural Clinical Placement Opportunities

Recruiting and retaining professionals such as doctors, allied health professionals, and teachers to rural communities has been a significant issue in Australia for decades. Research has established that a successful rural clinical placement, delivered in a rural setting, can significantly influence a graduate's work location choices. However, less is known about the factors that support or discourage a student's engagement with rural clinical placement opportunities. This research project used semi-structured interviews and thematic analysis to understand the factors experienced by Curtin Medical School's first cohort as they engaged with the opportunity to undertake a rural clinical placement. The project identified several motivators and barriers which enable the Medical School to modify and adapt processes for future students. The problematic barriers specific to undergraduate students are identified and warrant an appropriate plan for managing those obstacles. This research will form part of a broader longitudinal tracking of the Curtin University medical graduates to determine if the Curtin Medical School meets its stated objective to increase the number of graduates working in rural locations.

Perioperative Nursing Simulation and its Influence on Student Nurses’ Career Interest

<h3>Background Information</h3> Perioperative nurses are key personnel in managing safety risk and preventing patient harm. With significant nursing shortages, there is a critical need to train and recruit nurses to this complex area. Limited curricular exposure, clinical opportunities, and perioperative instruction in undergraduate nursing programs have led to a decline in nurses seeking perioperative positions and an increased staff turnover. <h3>Objectives of Project</h3> The specific aim of this exploratory quantitative study was to determine if perioperative nursing educational activities, particularly simulation, influence student interest in pursuing perioperative nursing careers. <h3>Process of Implementation</h3> Students in two different nursing tracks, on campuses in two different states, and at various points in their nursing education participated in a perioperative simulation. Due to COVID-19 challenges, this in-person simulation was converted to a virtual simulation mid-way through the academic term, and therefore, approximately one half of students completed the simulation in-person while the other half completed the simulation in a virtual format. Post-simulation evaluation of data from students was conducted. <h3>Statement of Successful Practice</h3> Thirty-nine percent of students indicated that the simulation and perioperative education increased their interest in pursuing intraoperative nursing. There was no statistically significant difference in interest in pursuing perioperative nursing between the virtual or in-person simulations. In all student groups, students with an interest in perioperative nursing prior to simulation averaged only nine percent. <h3>Implications for Advancing the Practice of Perianesthesia Nursing</h3> Both in-person and virtual simulation show promise for increasing knowledge of and interest in perioperative nursing in baccalaureate nursing students. As nursing programs continue to struggle with clinical placement opportunities and limitations on in-person activities, robust in-person or virtual simulation experiences may positively influence students toward a future in perioperative nursing.

Responding to emerging needs: Development of adapted performance indicators for physiotherapy student assessment in telehealth

Clinical placements in 2020 have been significantly impacted by the COVID-19 global pandemic. Ensuring that effective clinical placement opportunities continue during this time remains the priority of the Clinical Education Managers Australia and New Zealand (CEMANZ). Supporting educators to assess student competency when service delivery models are altered to embrace telehealth services, has been integral to achieving this. Telehealth has been widely adopted to maintain services and contact with patients during the pandemic. Physiotherapy clinical educators voiced concern about the applicability of the Assessment of Physiotherapy Practice (APP) tool in this emerging learning environment and sought guidance from University Clinical Education Managers. This paper describes representative consensus across Universities regarding use of the Assessment of Physiotherapy Practice (APP) tool and the development of adapted APP performance indicators for use in telehealth. Clinical educators can use these adapted performance indicators to guide assessment of student competency for students completing placements in a telehealth setting.

Implementing a Virtual Care Clinical Placement for a Physiotherapy Student in a Hospital-Based Chronic Pain Programme.

Purpose: The aim of this case report was to determine the experiences and outcomes of implementing a part-time virtual care clinical placement for a physiotherapy student in a hospital-based chronic pain programme. Client Description: Three participants were involved in this clinical placement: an entry-level physiotherapy student, a physiotherapy clinical instructor, and an academic coordinator of clinical education from a Master of Science in Physical Therapy (MScPT) programme. Intervention: We implemented a part-time 40-hour virtual care clinical placement (10 h/wk for 4 wk) in a publicly funded chronic pain programme at Kingston Health Sciences Centre for an MScPT student from Queen's University in Kingston, Ontario. Measures and Outcome: The student's performance was evaluated by the clinical instructor using learning goals and the Canadian Physiotherapy Assessment of Clinical Performance. The participants also provided reflections on their experiences in their respective roles. The student achieved the learning goals and demonstrated competency at the level required for a senior-level placement. Overall reflections on the virtual care clinical placement were positive, with a few key challenges. Implications: Novel clinical placement opportunities can help prepare physiotherapy students for emerging practice experiences. This case report provides insight into one such experience.

Academic-Service Partnerships: Increasing the Advanced Nurse Workforce.

Clinical education placement for advanced practice registered nurse (APRN) students is challenging for most graduate schools of nursing. This study describes the experiences of hospitals that formed academic-service partnerships to facilitate clinical education placement for APRN students. Hospital staff, schools of nursing administration and clinical faculty staff, clinical preceptors, and APRN students participated in the focus group and interview sessions during the evaluation of the Graduate Nurse Education demonstration project. Content analysis resulted in seven themes: APRN Student Enrollment, Clinical Placements/Process, Clinical Education Sites, Clinical Preceptors, Communication and Collaboration, Sustainability, and Funding Process. Future partnerships between hospitals, schools of nursing, and clinical education sites should consider collaborating in multiple regions to increase enrollment and clinical education placement opportunities for APRN students. [J Nurs Educ. 2021;60(4):190-195.].

Delivering introductory physiotherapy clinical placements incorporating simulated learning experiences in rural settings.

To investigate the delivery, in rural settings, of introductory physiotherapy clinical placements incorporating simulation and describe the impact of these placements on the uptake of longer-term rural immersion opportunities. Retrospective cohort design. The University of Newcastle and the University of Newcastle Department of Rural Health (UONDRH), New South Wales, Australia. Data from undergraduate physiotherapy students were included. Second-year University of Newcastle physiotherapy students undertake an introductory placement which includes one week of simulated learning followed by a two-week traditional health care placement. Supervisor training and active promotion of placements were undertaken to increase the capacity of rural sites to deliver these placements, including both simulation and immersion components. Data relating to numbers of students undertaking introductory placements and final-year rural immersion experiences in the UONDRH between 2012 and 2020 were described. A simple review of the placement strategy was also undertaken. Introductory placements incorporating simulation were successfully implemented in the UONDRH settings and have continued annually. Physiotherapy staff in the UONDRH have been upskilled and have supported local clinicians to increase their supervisory capacity. The proportion of students undertaking introductory placements supported by the UONDRH has increased considerably as has the number of students completing full-year rural immersion experiences in the UONDRH. Delivering introductory physiotherapy placements incorporating simulation in rural settings was feasible and this strategy leads to increased placement capacity. Early rural clinical placement opportunities can increase students' uptake of longer-term rural immersion experiences which, in turn, can positively influence rural practice intentions.

Responding in Crisis: Considerations for Administrators and Faculty

Responding in Crisis: Considerations for Administrators and Faculty

Alternative mental health clinical placements: Knowledge transfer and benefits for nursing practice outside mental healthcare settings.

To explore whether nursing student's experiences at Recovery Camp have impacted their current nursing practices. Recently, there has been a move towards more holistic models of nursing care, which seek to break down barriers of stigmatisation and embrace the tenets of self-determination, to acknowledge people with lived experiences of mental illness and their ability to manage their recovery. In that regard, future health professionals such as nursing students will need to be educated in a manner that recognises the importance of lived experience. In this paper, we propose that Recovery Camp, an alternative clinical placement setting model, enhances clinical practice in multiple domains and is beneficial for both nursing practitioners and people with lived experiences of mental illness, as well as offering an effective nontraditional alternative to conventional clinical placement opportunities. This study employed a phenomenological research design, involving individual semi-structured telephone interviews. The Standards for Reporting Qualitative Research (SRQR) checklist was adhered to. Three main themes were identified from the analysis: (a) engagement, (b) understanding mental health and (c) holistic care. "I definitely look at people with mental health conditions in a different light." At Recovery Camp, participants felt that they had greater opportunities for engagement with people with lived experiences, and through this engagement, their preconceptions of mental illness began to change. Recovery Camp may have facilitated the transfer of knowledge that is more person-centred among nursing students, consequently impacting their current nursing practices. Nurses should be equipped with mental health skills regardless of their career trajectory. While Recovery Camp represents a promising approach to facilitate knowledge transfer, further investigation will be required to determine which other factors are instrumental. This approach may have wider implications for nursing education.

A Simulated Night Shift for Undergraduate Paramedicine Students: Lessons Learnt and the Perceived Value towards Learning

Background Ensuring undergraduate healthcare students are work ready graduates who possess real-world experiences and realistic expectations of their professional environment is essential for Australian universities. This is becoming increasingly more difficult to accomplish with ongoing difficulties on sourcing appropriate clinical placement learning opportunities. We developed and piloted a simulated paramedic night shift investigating if undergraduate paramedic students perceived the experience to be realistic and to what extent they felt it contributed toward their learning. Methods A total of 24 undergraduate paramedic students were recruited to participate in a simulated 13-hour paramedic night shift held on university campus. Student satisfaction and perceived value towards learning was measured using an online survey the day after the simulation. Results 23 of 24 participants completed the online survey. Survey data suggested 22 participants felt the simulated night shift to be realistic of real-life paramedic practice, provided a valuable learning experience and should be made a mandatory component of undergraduate paramedicine curricula. Conclusion Given the difficulties associated with providing clinical placement opportunities for students and the perception among health professionals that on entering the workforce many graduates often lack the adaptability required to undertake shift-work and the professional role of a paramedic, educators should consider the merits of providing overnight simulated experiences to undergraduate students to better prepare and acclimatise students to overnight shift work.

How do we facilitate international clinical placements for nursing students: A cross-sectional exploration of the structure, aims and objectives of placements

BackgroundInternational clinical placements provide undergraduate students with a unique and complex clinical learning environment, to explore cultural awareness, experience different health care settings and achieve clinical competencies. Higher education institutions need to consider how to structure these placements to ensure appropriate and achievable aims and learning outcomes. ObjectivesIn this study we described the structure, aims and learning outcomes associated with international clinical placement opportunities currently undertaken by Australian undergraduate nursing students in the Asia region. ParticipantsForty eight percent (n = 18) of the institutions invited responded. Eight institutions met the inclusion criteria, one of which offered three placements in the region, resulting in 10 international placements for which data were provided. MethodsAn online survey tool was used to collect data during August and September 2015 on international clinical placements conducted by the participating universities. Descriptive data on type and numbers of placements is presented, along with results from the content analysis conducted to explore data from open ended questions on learning aims and outcomes. ResultsOne hundred students undertook 10 International Clinical Placements offered in the Asian region by eight universities. Variations across placements were found in the length of placement, the number of students participating, facilitator to student ratios and assessment techniques used. Five categories related to the aims of the programs were identified: ‘becoming culturally aware through immersion’, ‘working with the community to promote health’, ‘understanding the role of nursing within the health care setting’, ‘translating theory into professional clinical practice’, and ‘developing relationships in international learning environments’. Four categories related to learning outcomes were identified: ‘understanding healthcare and determinants of health’, ‘managing challenges’, ‘understanding the role of culture within healthcare’ and ‘demonstrating professional knowledge, skills and behaviour’. ConclusionsInternational clinical placements in the Asia region appear to vary greatly from one education institution to the next with no clear consensus from either this study's findings or the literature on which structure, support and assessments lead to greater student learning.

The impact after 50 years of a new medical education programme with a regional workforce mission.

Tasmania established its medical programme in 1965 to produce graduates to address medical workforce recruitment challenges. Many Tasmanian graduates work in Tasmania, but workforce problems continue. This paper reports the workforce outcomes of the first 42 graduating cohorts. A database for all University of Tasmania medical graduates from the years 1970 to 2011 was developed by combining information from university, registration and local workforce survey databases. A total of 2012 doctors graduated from 1971 to 2011 and 1707 (85%) were registered, most commonly in general practice (45.8%), medicine (13%), anaesthetics (7.9%), surgery (7.5%), psychiatry (4.3%), emergency medicine (35, 3.5%), paediatrics (3.4%) and pathology (3.3%). While 41.9% worked in Tasmania, they comprised 35.6% of the local workforce and were clustered around the two larger cities. The proportion entering general practice has fallen since 1980s. The contribution of the Tasmanian medical programme is substantial but appears less than other regional medical schools. Relatively few work in smaller communities, particularly in specialties other than general practice. Lifestyle choices and the availability of training opportunities and career positions might be contributing factors. The medical school has established clinical schools in rural communities, promoted admission of rural applicants and increased rural clinical placement opportunities, with some early signs of success. The Tasmanian medical programme is important in this regional, island economy, but the rural and remote communities have not benefited as much as the two larger cities. Sustaining a regional workforce mission over time might require frequent adjustments to admissions and curriculum processes.

Health student regard for substance-using patients as measured by the Medical Condition Regard Scale: a systematic review.

As clinical impartiality is an accepted basic principle of ethical practice, any proactive exercises that may inform selection, training, clinical placements, and other interventions, which promote future positive and equitable professional conduct, thus guarding against future discriminatory attitudes are germane. Within this context, the purpose of this review was to identify trends and patterns in health student, namely future practitioners', regard for substance-using patients using the Medical Condition Regard Scale. Six electronic databases were systematically searched for studies that used the Medical Condition Regard Scale as an outcome measure in assessing health student regard for drug-using patients. Academics who had published in this area were also consulted to recommend texts that would complement the above citation sourcing process. Following an elimination of duplicates, the application of inclusion and exclusion criteria, as well as conducting citation searches, 16 studies were incorporated in the final review. Although the quality of all included studies was satisfactory, no study was free from a potential source of bias. This review found that patients with drug-use problems were consistently held in the lowest echelons of regard by trainee health practitioners. The impact of sex, age, year of course, and personal exposure to mental health difficulties in predicting negative regard was unclear. Unless addressed, patients with drug problems may have a high potential for future treatment marginalisation by tomorrow's health professionals. This scenario needs to be proactively managed by all stakeholders through a greater investment in educational and clinical training placement opportunities.

Nursing students' reflections on the learning experience of a unique mental health clinical placement

IntroductionThere exists a need for innovative thinking to identify new clinical placement opportunities for nursing students. Recovery-based clinical placements for mental health nurse students remain unique and require investigation. AimTo examine the learning experience of Bachelor of Nursing students who undertook an innovative mental health clinical placement known as Recovery Camp. DesignThis study incorporated qualitative analysis of written reflections. Using Braun and Clarke's (2006) six phases of thematic analysis the corpus of student reflections were reviewed by three members of the research team independent to each other. FindingsFour themes emerged. The theme of Pre-placement Expectations incorporates participant foci on pre-conceptions of Recovery Camp. The theme of Student Learning incorporates the ways in which participants recognised the experience of Recovery Camp influenced learning. Reflections themed under the title Placement Setting include discussion of the Recovery Camp as a clinical placement. The theme of Future Practice incorporates students' reflections on how they plan to practice as nurses as a result the learning experiences of Recovery Camp. ConclusionsAn immersive clinical placement such as Recovery Camp can influence students' perceptions of people with mental illness, have a positive impact on student learning and influence students' decisions about future practice. The learning experience of nursing students whom attend unique, recovery-orientated clinical placements can be both positive and educative.