Explicating and supporting the needs of student nurses during practice placements: a flexible and transferable model developed through action research

This study was designed to identify and address the support needs of pre-registration nursing students during practice placements in the West Midlands region. The study used an action research approach to define student needs and develop a flexible tool for modelling integrated placement support. To identify student needs, a two-round Delphi technique was used. The Delphi panel was recruited from a range of national and local stakeholders (n= 21). Round 1 used an open-ended, seven-item questionnaire to generate a range of perspectives. The round 1 response rate was 100%. Data were analysed using content analysis, resulting in the development of 46 key needs statements. The needs statements were presented back to the panel in a 46-item Likert questionnaire seeking their level of agreement, or disagreement, with each statement. The round 2 response rate was 76.2%. Round 2 generated a consensus definition of student needs across four domains: student centred; knowledge centred; assessment centred and quality centred. Consensus was not achieved in relation to ‘who’ had responsibility for supporting these needs. Using soft systems conventions, an ‘ideal model’ of support was conceptualised. To address the lack of agreement on the ‘who’ questions, the conceptual model was used to design a flexible modelling framework and tool. This enabled local stakeholders to develop and implement an enhanced, integrated model of support with clear roles and responsibilities. The tool was piloted successfully, using a modified consensus conference approach, in two localities. The transferability of the tool was validated at a national stakeholder workshop using electronic, anonymous voting handsets. The study provides new insights into the needs of student nurses during practice placements and has generated a unique modelling tool that enables stakeholders to address these needs. The findings are relevant for policy-makers, commissioners of pre-registration nurse education, HEIs and health service provider organisations