Nurses, midwives and students' reports of effective dedicated education units in five European countries: A qualitative study.

Aim: To investigate nursing/midwifery students, Clinical Mentors, Link Teachers and Head Nurses experiences within "Dedicated Education Unit" model in 6 European clinical placements and analyse the necessary elements for a powerful clinical learning environment.

Design: A multi-country, phenomenological, qualitative study.

Methods: Focus group interviews were performed to identify the personal and organizational factors of importance for students and nurses/midwives.

Implementing dedicated education units in 6 European undergraduate nursing and midwifery students clinical placements.

Background: Undergraduate students' clinical experience, working directly with patients and the healthcare team is essential to ensure students acquire the necessary competence for practice. There are differences in the quality of clinical environments and in students' clinical placement experiences and not all clinical sites are optimal learning environments. The Dedicated Education Unit clinical education model allows students to develop the practical knowledge, skills and professionalism they will need as nurses/midwives.

Effective academic-practice partnership models in nursing students' clinical placement: A systematic literature review.

Objectives: This systematic review examines the effectiveness of academic-practice partnership models which include clinical faculty and clinical mentor roles in improving nursing students' clinical learning when compared with traditional models.

Review Methods: PubMed, CINAHL, PsycINFO and Cochrane Library were searched to locate Randomized Control Trials and quasi-experimental studies published from 1999 to 2020. The Joanna Briggs Institute critical appraisal tools were used to ensure methodological quality.