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References and bibliography

Relevant Team Publications

Luders, E., Cooper, S., Cant, R., Waters, D., Tower, M., Henderson, A., Hood, K., Willetts, G., Ryan, C. & Reid-Searl, K. (2021). Nursing degree students’ clinical placement experiences in Australia: A survey design. Nurse Education in Practice, 103112.

Hughes, L. J., Mitchell, M. L., & Johnston, A. N. (2021). Moving forward: Barriers and enablers to failure to fail–A mixed methods meta-integration. Nurse Education Today98, 104666.

Hughes, L. J., Mitchell, M. L., Jones, C., & Johnston, A. N. (2020). Measuring assessors’ experiences of grading marginal student performances in clinical assessments–The assess-safe tool: Development and preliminary psychometric validation. Nurse Education in Practice43, 102701.

Hughes, L. J., Johnston, A. N., & Mitchell, M. L. (2019). How organisational processes influence assessors’ experiences of marginal students’ performances in clinical assessments. Collegian26(2), 242-249.


Dale, B., Leland, A., & Dale, J. G. (2013). What factors facilitate good learning experiences in clinical studies in nursing: bachelor students’ perceptions. ISRN nursing2013.

Ford, K., Courtney-Pratt, H., Marlow, A., Cooper, J., Williams, D., & Mason, R. (2016). Quality clinical placements: The perspectives of undergraduate nursing students and their supervising nurses. Nurse education today37, 97-102.

Jarvelainen M. Cooper S. Jones J. (2018) Nursing students’ educational experience in regional Australia: Reflections on acute events. A qualitative review of clinical incidents. Nurse Education in Practice. 31; 188-193

Miller L. Cooper S. (2016) A registered nurse in 20 Weeks.  Australian Nursing and Midwifery Journal.  July, 24,1.

Missen, K., McKenna, L., Beauchamp, A., 2016. Registered nurses’ perceptions of new nursing graduates’ clinical competence: a systematic integrative review. Nurs. Health Sci. 18 (2), 143–153.

Paliadelis, P., Wood, P., 2016. Learning from clinical placement experience: analysing nursing students’ final reflections in a digital storytelling activity. Nurse Educ. Pract.20, 39–44.

Sanders L (2008) An Evolving Map of Design Practice and Design Research Accessed 3/12/18

Victorian Council of Social Services (VCOSS) 2015 Walk Alongside: Co-designing social initiatives with people experiencing vulnerabilities, VCOSS

Bibliography (and key literature)

The Placement Evaluation Tool (PET)

Cooper, S., Cant, R., Waters, D., Luders, E., Henderson, A., Willetts, G., Tower, M., Reid Searl, K., Ryan, C., & Hood, K. (2020). Measuring the quality of nursing clinical placements and the development of the Placement Evaluation Tool (PET) in a mixed methods co-design project. BMC Nursing, 19(1), 1-10.

Luders, E, Cooper, S, Cant, R, Waters, D, Henderson, A, Willetts, G, Tower, M, & Reid-Searl, K. (2020.) Nursing degree students’ clinical placement experiences in Australia: A survey design. [submitted]

The Patient Safety in Nursing Education Questionnaire [PaSNEQ]

Tella, S, Smith, N-J, Partanen, P, Jamookeeah, D, Lamidi, M-L, Turunen, H (2015). Learning to ensure patient safety in clinical settings: Comparing Finnish and British nursing students’ perceptions. Journal of Clinical Nursing, 24(19-20), 2954-2964.

Tella S, Smith N-J, Partanen P and Turunen H. (2015). Learning patient safety in academic settings: a comparative study of Finnish and British nursing students’ perceptions. Worldviews on Evidence-Based Nursing. 12, 154-164. DOI: 10.1111/wvn.12088

Clinical supervision and feedback

Chigavazira, J., Fernandez, R., Mackay, M., & Lapkin, S. (2018). Adaptation and validation of the clinical supervision self-assessment tool among registered nurses. Nurse Education Today, 70, 28-33.

Courtney‐Pratt, H., FitzGerald, M., Ford, K., Marsden, K., & Marlow, A. (2012). Quality clinical placements for undergraduate nursing students: a cross‐sectional survey of undergraduates and supervising nurses. Journal of Advanced Nursing, 68(6), 1380-1390.

Department of Health Queensland. (no date) Best Practice Clinical Learning Environments: Overview of the Evidence and Available Resources (report) At:

Department of Health & Human Services Victoria. (2015). The Resource Guide; Implementing the National Clinical Supervision Competency Resource and the Clinical Supervision Skills Review Tool. (report) Available at

Health Workforce Australia (2014). National Clinical Supervision Competency Resource. (report)

McAllister M, & Flynn T. (2016). The Capabilities of Nurse Educators (CONE) questionnaire: Development and evaluation. Nurse Education Today, 39:122-127.

Price, B. (2019). Improving nursing students’ experience of clinical placements. Nursing Standard. doi: 10.7748/ns.2019e11328

Russell, K. (2019). The art of clinical supervision: Strategies to assist with the delivery of student feedback. Australian Journal of Advanced Nursing36 (3:Mar/Jun 2019).

Ryan, C., & McAllister, M. (2019). The experiences of clinical facilitators working with nursing students in Australia: An interpretive description. Collegian, 26(2), 281–287.

Towell-Barnard, A., Coventry, L., Foster, L., Davis, S., Twigg, D. E., Bharat, C., & Boston, J. (2020). The psychometric validation of the quality practical experience (QPE) instruments (nurses and student nurse) to evaluate clinical supervision of undergraduate student nurses. Nurse Education in Practice43, 102697.

Van Nguyen, N. B., Forbes, H, Mohebbi, M., & Duke, M. (2017). Development and validation of an instrument to measure nurse educator perceived confidence in clinical teaching. Nursing & Health Sciences, 19(4), 498-508.

Elements of successful placements

Burgess, A., & Mellis, C. (2015). Feedback and assessment for clinical placements: achieving the right balance. Advances in Medical Education and Practice, 6, 373–381.

Doyle, K., K. Sainsbury, S. Cleary, L. Parkinson, D. Vindigni, I. McGrath & Cruickshank, M. (2017). Happy to help/happy to be here: Identifying components of successful clinical placements for undergraduate nursing students. Nurse Education Today 49: 27-32.

Ekstedt, M., M. Lindblad & A. Löfmark. (2019). Nursing students’ perception of the clinical learning environment and supervision in relation to two different supervision models – a comparative cross-sectional study. BMC Nursing 18: 49.

Jessee, M. A. (2016). Influences of sociocultural factors within the clinical learning environment on students’ perceptions of learning: An integrative review. Journal of Professional Nursing 32(6): 463-486.

Other related articles

Cooper, S.; Cant, R.; Luders, E., Waters, D., Henderson, A., Hood, K., Reid-Searl, K.; Ryan, C., Tower, M., & Willetts, G. (2020). The nominal group technique: Generating consensus in nursing research. Journal of Nursing Education, 59: 65–67.

Currie, J., Grootemaat, P., Samsa, P., Halcomb, E., & Thompson, C. (2019). Topic 3: Clinical skill development. [nursing review]. Centre for Health Service Development, Australian Health Services Research Institute, University of Wollongong. At:

Dyson, S., & McAllister, M. (Eds.). (2019). Routledge International Handbook of Nurse Education. Routledge, UK.

Tella, S., Liukka, M., Jamookeeah, D., Smith, N-J., Partanen, P. & Turunen, H. (2014). What do nursing students learn about patient safety? An integrative literature review. Journal of Nursing Education 53: 7-13.