Nursing student’s evaluation of how organisation and the scope of clinical hours impact learning

Background: Despite global acceptance for the importance of clinical learning in nurse education there is limited evidence for the scope of hours needed to ensure learning outcomes. Aims: To explore how organisation and the scope of clinical hours impact students’ learning. Method: Cross-sectional survey with open- and close-ended questions. Results: Responding students (N=169/42%) had mixed opinions of five-day clinical weeks and five-week clinical periods but agreed that two consecutive placements and combined learning approaches promoted learning. Academic assignments during clinical periods, and weeks of self-directed learning were considered unhelpful. Rather, students emphasized the importance of involvement in daily work and nursing care, one learning approach at a time, support and feedback, and time to prepare, reflect and seek knowledge relevant for placement wards. Conclusion: Our results, and limited evidence of how organisation and the scope of clinical hours impact nursing student’s learning underscore a need for more knowledge.