Introduction Clinical placement is an essential element of nursing education, providing valuable opportunities to bridge theoretical learning with hands-on practice. The clinical tutoring model, in particular, has a major impact on the development of core competencies. Aim This study aims to assess the impact of the Dedicated Education Unit (DEU) model on the quality of nursing students’ teaching and learning experiences at the Piacenza Hospital, a clinical training site affiliated with the University of Parma. A secondary objective is to examine the influence of this placement model on job satisfaction. Material and Methods After obtaining approval from the appropriate Ethics Committee, a mixed-methods study was conducted between June 2023 and June 2024. The participants consisted of nursing students and registered nurses working in the neuro-rehabilitation unit. Qualitative data were collected through semi-structured interviews and analysed using Braun and Clarke’s thematic analysis framework. Quantitative data were gathered through the Clinical Learning Quality Evaluation Index (CLEQI) and the Clinical Tutor Competence Scale (CTCS) questionnaires and analysed using descriptive statistical techniques. Results and conclusions The qualitative findings indicate that this innovative placement model fosters greater autonomy, team integration, and the enhancement of interpersonal skills. Quantitative results show that the absolute median scores for both the CTCS and CLEQI questionnaires were higher among participants in the DEU group compared with those who experienced the traditional clinical placement model. Overall, the DEU model has proven effective in improving learning outcomes and strengthening the connection between theory and practice. Nevertheless, challenges such as high student-to-staff ratios and resistance to change were identified. Further research is warranted to address these limitations and to optimise the implementation of the DEU model.
Exploring Clinical Placement Education Unit experiences from the nursing bachelor's degree program at the University of Parma / Guasconi, Massimo; Pompini, Pierangela; Beretta, Maurizio; Montesanto, Nunzia; Canini, Chiara; Gaia Carlucci, Girolama; Casella, Giovanna; Contini, Andrea; La Sala, Rachele; La Torre, Pasquale; Marletta, Giuseppe; Bonacaro, Antonio; Merlini, Cinzia. - (2026). ( FINE conference - Strengthening Nursing Education for a Safer Tomorrow Parma 5-6 marzo 2026).
Exploring Clinical Placement Education Unit experiences from the nursing bachelor's degree program at the University of Parma
Massimo Guasconi
;Maurizio Beretta;Rachele La Sala;Giuseppe Marletta;Antonio Bonacaro;Cinzia Merlini
2026-01-01
Abstract
Introduction Clinical placement is an essential element of nursing education, providing valuable opportunities to bridge theoretical learning with hands-on practice. The clinical tutoring model, in particular, has a major impact on the development of core competencies. Aim This study aims to assess the impact of the Dedicated Education Unit (DEU) model on the quality of nursing students’ teaching and learning experiences at the Piacenza Hospital, a clinical training site affiliated with the University of Parma. A secondary objective is to examine the influence of this placement model on job satisfaction. Material and Methods After obtaining approval from the appropriate Ethics Committee, a mixed-methods study was conducted between June 2023 and June 2024. The participants consisted of nursing students and registered nurses working in the neuro-rehabilitation unit. Qualitative data were collected through semi-structured interviews and analysed using Braun and Clarke’s thematic analysis framework. Quantitative data were gathered through the Clinical Learning Quality Evaluation Index (CLEQI) and the Clinical Tutor Competence Scale (CTCS) questionnaires and analysed using descriptive statistical techniques. Results and conclusions The qualitative findings indicate that this innovative placement model fosters greater autonomy, team integration, and the enhancement of interpersonal skills. Quantitative results show that the absolute median scores for both the CTCS and CLEQI questionnaires were higher among participants in the DEU group compared with those who experienced the traditional clinical placement model. Overall, the DEU model has proven effective in improving learning outcomes and strengthening the connection between theory and practice. Nevertheless, challenges such as high student-to-staff ratios and resistance to change were identified. Further research is warranted to address these limitations and to optimise the implementation of the DEU model.I documenti in IRIS sono protetti da copyright e tutti i diritti sono riservati, salvo diversa indicazione.


