Learning through reflection: enhancing nursing student experiences of primary health care (PHC) placement

Abstract

Nursing students' experience in the primary health care (PHC) placement in the community is important but PHC placement in gerontology through the service-learning approach has not been extensively studied. This study aimed to explore students’ experiences of the PHC placement and the impacts of the placement on their learning. An exploratory qualitative design was employed. Thirty-three pre-registration nursing students joined this study. Eight themes were identified, including: 1) enhancing knowledge, communication, health assessment and health promotion skills; 2) encountering various challenges in PHC; 3) various strategies to enhance the success of health promotion; 4) students’ strategies for better preparation for the PHC; 5) developing a sense of belonging to the nursing profession; 6) developing characteristics of a nurse; 7) broadening students’ horizon in community nursing; and 8) suggestions for improving PHC. The PHC placement, which echoed the service-learning approach, provided positive learning experiences for nursing students. This study provides insight how to further improve the PHC placement to facilitate students’ learning.