Aspects of WIL that improve student nurses' attitudes towards working in aged care

Recruitment and retention of staff is problematic in the residential aged care sector. Poor WIL experiences for student nurses contribute to reluctance to work in aged care. Yet, prior to this study, there had been no quantitative exploration of which aged care placement attributes link to students' perceived likelihood of working in the sector post-graduation: a gap in the literature addressed by this study. A supported, evidence-based residential aged care placement program was developed for nursing students within an action research framework (Lea, Mason, Eccleston, & Robinson, 2016). Staff, predominantly nurses and care workers, formed a mentor group in two Tasmanian residential aged care facilities. During the three- or four-week placements, weekly feedback meetings were held for students (n=71) and their mentors. Students completed questionnaires on their placement experiences. Associations were identified between the likelihood of working in residential aged care post-graduation and nurse mentor–student feedback exchange, Teaching and Learning Score and supportiveness of care workers. These findings suggest that to increase interest in residential aged care work following graduation, the teaching and learning environment needs improvement, opportunities should be proffered for mentor–student feedback exchange, and care workers supported so they can mentor effectively.