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Abstract

Background:

As the population ages and more older adults require support either in Residential Aged Care or through community-based services, the demand for skilled Registered Nurses in this field continues to rise.

Aim:

This scoping review aimed to identify undergraduate nursing educational interventions co-designed, developed and delivered in partnership with Residential Aged Care and/or an aged care service in the community.

Design/Method:

Nine databases were searched: Education Research Complete, ERIC, Academic Search Premier, Cumulative Index to Nursing and Allied Health Literature (CINAHL) Plus with Full Text, OVID, APA PsycINFO, PubMed, Web of Science, and Scopus. This scoping review sought to collate and synthesise primary and peer-reviewed published data in English between 2014 and 2024, using keywords aligned with ‘service learning’ and ‘undergraduate nursing students’. In total, 287 records were initially reviewed, and 10 were included in data extraction and analysis.

Results:

Three central themes were identified: (i) partnerships can create innovative and engaging learning experiences; (ii) collaborative models have the potential to challenge and reduce negative stereotypes about aged care and (iii) the success of these initiatives relies on thoughtful planning and context-specific implementation.

Conclusion:

Partnerships between universities and aged care providers can enhance the learning environment for undergraduate nursing students.

Keywords

educational interventions residential aged care facilities review partnership undergraduate nursing student

Introduction

The global population is ageing rapidly, associated with an increased implication for healthcare systems worldwide. By 2050, according to the World Health Organization, the percentage of people globally over 60 years old in that same year will nearly double from 12% to 22% (World Health Organization [WHO], 2022). Australia’s ageing population has led to an increasing demand for residential and community-based aged care services, driving the need for more Registered Nurses (RNs) in these settings. Residential Aged Care in Australia supports older individuals who can no longer live independently at home, providing accommodation in purpose-built facilities. Additionally, Residential Aged Care may offer tailored home care packages for individuals with lower care needs, enabling them to remain at home with nursing support (Australian Institute of Health and Welfare, 2024). Internationally, Residential Aged Care may be referred to as nursing homes or long-term care facilities, whereas community aged care can be described as social care, respite care, senior care, elder care, or continuing healthcare. As this study is situated within the Australian context, the terms Residential Aged Care and community aged care will be used throughout this paper.

Despite the growing need, Australia’s aged care sector faces significant challenges in attracting and retaining RNs. A recent government report projects a shortage of 17,551 full-time RNs in Residential Aged Care by 2035 (Department of Health and Aged Care, 2023). Although graduate nurses are well-positioned to meet this workforce demand, studies indicate that students are often reluctant to pursue careers in Residential Aged Care or community aged care, either due to a negative perception of the field or lack of preparedness for placements (Foster et al., 2022; Li et al, 2025; Rayner, 2023; Venables et al., 2023). To address this issue, strong and authentic partnerships between universities, Residential Aged Care facilities and community aged care providers are essential to develop a curriculum that promotes aged care nursing and prepares the future workforce for this specialty.

Background

Aged care education provided within undergraduate nursing programmes in Australia has traditionally followed both theoretical and clinical pathways, with skills development integrated progressively throughout the degree (Rayner et al., 2023). Typically, undergraduate nursing students undertake a dedicated aged care unit followed by a clinical placement in Residential Aged Care, where they are expected to apply and extend their classroom learning (Rayner et al., 2023). The Australian Nursing and Midwifery Accreditation Council (ANMAC) ensures that nursing programmes meet national standards by reviewing curricula and clinical placement quality every 3–5 years. Despite ongoing efforts by universities and Residential Aged Care providers to enhance clinical placement experiences, a persistent gap remains between academic instruction and real-world practice, often leading to student confusion and contributing to a declining interest in pursuing careers in aged care nursing.

Although significant efforts have been made to elevate the status of aged care nursing, students often report unsatisfactory placement experiences (Arrogante et al., 2022). Commonly cited issues include feeling inadequately prepared, lacking confidence in communication, and possessing limited knowledge, challenges that are particularly problematic in environments requiring advanced critical thinking and delegation skills (Duggan et al., 2013; Laugaland et al., 2021; Li et al., 2025; McAllister et al., 2020; Rayner et al., 2023). During placements, students are frequently assigned to tasks such as personal care and medication administration, typically under the supervision of Assistants in Nursing (AINs) or care staff, rather than working directly with RNs (Dahlke et al., 2024). While these responsibilities are essential to aged care, they do not encompass the broader scope of RN practice, which includes conducting comprehensive health assessments, making clinical decisions and managing complex care needs (Nhongo et al., 2018). Consequently, students may not fully grasp the complexity and significance of the RN role in Residential Aged Care and community settings, potentially deterring them from considering aged care as a future career (Atakro, 2022; Laugaland et al., 2021; Lea et al., 2017; Li et al., 2025; Naughton et al., 2019; Traynor et al., 2023).

Well-structured and engaging learning experiences are vital for helping students gain a comprehensive understanding of the RN role, explore potential career pathways, and deliver high-quality care to older adults (Arrogante et al., 2022). In Australia, the complexity of care needs in RAC has increased significantly, with 68% of residents requiring substantial cognitive and behavioural support and 58% presenting with complex medical conditions (Australian Institute of Health & Welfare [AIHW], 2019). This trend highlights the growing demand for RNs equipped with strong clinical judgement and critical thinking capabilities. However, aged care is often perceived by students as misaligned with their professional goals (Atakro, 2022), with many expressing a preference for acute care or technologically advanced environments (Atakro, 2022; Splitgerber et al., 2021; Venables et al., 2023).

An expanding body of research indicates that the limited inclusion of gerontological content in nursing curricula may contribute to students’ lack of interest in working with older adults (Arrogante et al., 2022; Atakro, 2022; Featherstonehaugh et al., 2022; Laugaland et al., 2021; Li et al., 2025). This educational gap can leave students feeling ill-equipped to manage the complexities of care in Residential Aged Care or community-based settings (Jafarian-Amiri et al., 2020). Addressing this issue calls for a comprehensive re-evaluation of aged care education, rethinking not only the content and delivery methods, but also the educators involved and the settings in which learning occurs. Such reform is essential to cultivating a well-prepared, confident and motivated nursing workforce capable of meeting the evolving needs of Australia’s ageing population.

Aim

This review sought to collate and synthesise peer-reviewed published data on undergraduate nursing educational interventions co-designed, developed and delivered in partnership with Residential Aged Care and/or an aged care service in the community.

The following research questions guided the review:

What undergraduate nursing educational interventions or programmes have been co-designed, developed and delivered in partnership with Residential Aged Care services in the community?

What were the outcomes of these interventions? How did the interventions change student perceptions and attitudes towards aged care nursing?

Method

A scoping review methodology was employed to comprehensively map the existing literature on this topic and examine the range of research approaches used (Pollock et al., 2021). A systematic review was deemed unsuitable, as the objective was not to critically appraise individual studies or answer a narrowly defined research question. Instead, the aim was to provide a broad overview of the current landscape and identify gaps in knowledge.

This approach enabled a thorough exploration of the literature and facilitated a thematic analysis of the findings (Braun & Clarke, 2006). The review adhered to the Preferred Reporting Items for Systematic Reviews and Meta-Analyses extension for Scoping Reviews (PRISMA-ScR) guidelines (Tricco et al., 2018). Relevant papers were identified through searches across nine electronic databases: Education Research Complete, ERIC, Academic Search Premier, Cumulative Index to Nursing and Allied Health Literature (CINAHL) Plus with Full Text, OVID, APA PsycINFO, PubMed, Web of Science and Scopus. All retrieved papers were imported into Covidence^© (Covidence online software), where two researchers (LW, KA) independently screened them for inclusion between December 2024 and February 2025.

Inclusion and exclusion criteria

Table 1 presents the inclusion and exclusion criteria applied in this review. No publication date restrictions were imposed, as the aim was to capture a broad spectrum of relevant historical studies that met all other eligibility requirements. However, studies describing interventions specifically designed to support clinical placement programmes established through formal partnerships were excluded, as the aim was to identify educational interventions between Residential Aged Care providers and universities, with student nurses as the subject of interest.

Table 1.

Inclusion and exclusion criteria.

Inclusion and exclusion criteria
Inclusion	At least one term from each keyword grouping Primary research studies Nursing students as the subject Must be an intervention study or an education programme Published in the English language Peer-reviewed Full-text available to authors
Exclusion	Literature on other students Editorials, reviews, discussion papers, books, book chapters, theses, conference papers, literature reviews, systematic reviews Interventions developed to facilitate clinical placement programmes in partnership agreements between RACF and the Universities were excluded

Search outcomes

Using the search terms detailed in Table 2, a total of 287 records were initially identified for screening, with the aim of locating undergraduate nursing educational interventions or programmes that were co-designed, developed, and delivered in partnership with Residential Aged Care facilities or community-based aged care services. After removing six duplicate entries, 281 titles and abstracts were screened for relevance. Studies that did not align with the topic or failed to meet the inclusion criteria were excluded. Forty studies were retained for full-text review, of which 30 were subsequently excluded based on eligibility criteria. Ultimately, 10 studies were included for data extraction and analysis. The screening and selection process is illustrated in Figure 1, following the PRISMA-ScR flowchart.

Table 2.

Search strategy: inclusion and exclusion criteria.

Search strategy
Databases	Education Research Complete, ERIC, Academic Search Premier CINAHL Plus with Full Text, OVID, PubMed, APA PsycINFO, Web of Science, Scopus
Keywords	(‘student nurs’ OR ‘nurs student’ OR ‘undergraduate nurs’) AND (‘age care’ OR gerontology) AND (‘education workshop’ OR intervention OR ‘education* program’) AND (‘University’ ‘industry partner’ OR ‘external partner’ OR aged care provider*)

Figure 1.

PRISMA-ScR flowchart.

Data extraction and synthesis

Data extraction headings were developed in alignment with the review’s aim and research questions. The 10 studies selected for full-text review were examined using the following categories: (i) Methodology, (ii) Participants, (iii) Country, (iv) Study Aim, (v) Intervention, (vi) Partnerships and (vii) Outcomes. Two researchers (LW, KA) extracted data using Covidence^©, regularly revisiting the research questions to ensure relevance and focus throughout the process. Upon completion, the reviewers met to reconcile any discrepancies and reach consensus on the extracted data. A summary of the key findings is presented in Table 3. Following the categorisation of study characteristics – such as methodology, participant demographics, and geographic context – the extracted data were mapped to identify recurring patterns. This process revealed three overarching themes:

Innovative learning opportunities and partnerships

Reducing stereotypes in aged care

The importance of careful planning and tailored implementation strategies

Table 3.

Data extraction key findings.

Author (year)	Methodology		Participants (Nursing students)		Country	Study aim	Intervention	Partnerships	Outcomes
Author (year)	Quantitative	Qualitative	Number	Year level	Country	Study aim	Intervention	Partnerships	Outcomes
Puentes and Cayer (2001)	Quantitative Pre-post-tests Pallmore’s Facts on Ageing Quiz and Kogan’s Attitudes Towards Old People Scale		33	Senior nursing students	USA	To explore student nurses’ knowledge and attitudes regarding older adults after participation in a wellness vacation.	A modified campus 5-day wellness vacation. Nursing students and older people spend time on campus. Students conducted an assessment and developed a care plan for the older person.	Elderly members of the community, University students and academics	Increase in student knowledge and attitudes towards older people.
Quinn et al (2004)		Qualitative design	300	First year	USA	To promote the preparation of future nurses with the knowledge and skills necessary to provide nursing care for the growing cohorts of older adults	Clinical learning activity – 8 weekly home visits with a resident of a local housing authority, clinical conferencing, interdisciplinary and intradisciplinary consultation	Local housing authority and Medical College of Georgia School of Nursing	A major outcome of this clinical learning activity is the opportunity for students to become familiar with the most significant health needs of older adults
Shellman (2006)		QualitativeOpen-ended questions survey	41	Senior nursing students	USA	To explore nursing students’ perceptions of the reminiscence interaction between students and older adults	Reminiscence education programme	Community health service, clients and Yale University School of Nursing, New Haven, Connecticut	The students demonstrated an increase in their cultural sensitivity and an improvement in their care of older adults
Struksnes et al. (2012)		Qualitative and descriptive design using a phenomenographic approachFocus group interviews	49 clinical nurses17 students	From five different nursing homes.Third year	Norway	To describe variations in clinical nurses’ conceptions of how an alternative supervision model influences their competence in assessing nursing students in clinical practice	The alternative supervision model	Gjøvik University College, Department of Health, Care and Nursing, Norway and five RAC providers	The alternative supervision model supported the clinical nurses in the assessment of the nursing students and strengthened the relationship between the field of practice and the University College
Hwang et al. (2013)	A longitudinal quasi-experimental time-series repeated measures designPre and post-intervention survey		126 nursing students	Final year	Taiwan, Republic of China	To compare the effectiveness of intergenerational service learning in different types of RACFs for nursing college students	Intergenerational service-learning intervention	College of Nursing, National Taiwan Institution of Nursing, College of Nursing, Kaohsiung Medical University, Kaohsiung, Taiwan, College of Nursing, Fooyin University and 3 RAC providers	Significantly higher caring scores after the intervention
Brynildsen et al. (2014)		Qualitativeexplorative designLogbook and questionnaires	260 nursing students	First and third year	Norway	To explore students' experiences during their clinical placements in five nursing homes after implementing measures to improve the learning environment through a peer-learning model	An introductory programme for all the students on the first day of the clinical placementClose follow-up from preceptorsMutual frames for instruction, guidance and learningUsing The Model of Practical Skill Performance as a tool for reflection and learningMeetings on a regular basis between preceptors and facultyCoordination of supervision to first and third year students and utilising the potential of peer learning	Lovisenberg Diaconal University, LovisenbergUniversityTelemark University College, students and 5 RAC providers	Students expressed improvedsatisfaction
Moquin et al. (2018)		Qualitative Interviews	15 Nursing students5 Residents in RACF2 instructors	First year	Canada	To explore how nursing students understand learning within residential aged care	Self-directed / resident engagement with learning	Canadian RACStudents, RAC residents and two university instructors	Increased understanding of older adults.Increased insight into residential care and student development of advocacy role
Ryan et al. (2018)	Quantitative-online survey		159 RACF staff	Final-year nursing students	Australia	The aim of the clinical learning experience was for final-year nursing students to experience and value the complexities of the role of the gerontology RN and to support gerontology RNs to learn to supervise and assess nursing students’ clinical learning	Gerontology clinical learning experience model	Nurse academics and RAC staff	Participants reported positive experiences and agreed that the experience illuminated the role of the gerontology RN. Participants in this study also provided suggestions about the benefits and barriers of the clinical learning experience
Gray-Miceli, and Morse (2019)	Quantitative Likert Scale		124	Senior	USA	Six learning modules	Intensive 7-week (2 day/week) geriatric immersion with their clinical preceptors	Florida Atlantic University and 15 RAC facilities or assisted living units	Increased students’ understanding, confidence and competence in assessing an older adult
Parker et al. (2021)	Descriptive cross-sectional design.		42 pre- and 46 post-students42 pre- and 55 post-staff	First-year undergraduate nursing students	Australia	To explore the knowledge and misconceptions of ageing among first-year undergraduate nursing students and aged care staff facilitating a placement during a clinical learning experience	Students and staff completed Palmore’s Facts on Ageing Quiz, a 25-item tool to assess knowledge and attitudes towards ageing, before commencing the clinical placement and on the last day of a 2-week placement	First-year nursing students and Staff of three different RAC providers	Reduced negative attitudes and stereotypes of older adults and increased recognition of the value of working with older adults

RN: registered nurses

Findings

Study characteristics

The characteristics of each study were organised to highlight the country of origin, participant demographics, and study setting. All 10 studies described distinct, co-designed educational interventions developed collaboratively between a university and either a Residential Aged Care facility or a community-based aged care provider. These initiatives were implemented independently of formal clinical placement agreements.

Five studies employed qualitative methodologies (Brynildsen et al., 2014; Moquin et al., 2018; Quinn et al., 2004; Shellman, 2006; Struksnes et al., 2012), whereas the remaining five used quantitative approaches (Gray-Miceli & Morse, 2019; Hwang et al., 2013; Puentes and Cayer, 2001; Parker et al., 2021; Ryan et al., 2018). Notably, only six of the ten studies were published within the past decade (Brynildsen et al., 2014; Gray-Miceli and Morse, 2019; Moquin et al., 2018; Parker et al., 2021; Ryan et al, 2018), underscoring the limited recent research in this area.

Geographically, four studies were conducted in the United States (Gray-Miceli and Morse, 2019; Puentes and Cayer, 2001; Quinn et al., 2004; Shellman, 2006), two in Australia (Parker et al., 2021; Ryan et al., 2018), two in Norway (Brynildsen et al., 2014; Struksnes et al., 2012), one in China (Hwang et al., 2013), and one in Canada (Moquin et al., 2018).

All studies involved undergraduate nursing students enrolled in Bachelor of Nursing programmes. The majority (n = 6) focused on senior-level students – either third- or fourth-year cohorts (Brynildsen et al., 2014; Gray-Miceli and Morse, 2019; Hwang et al., 2013; Puentes and Cayer, 2001; Ryan et al., 2018; Shellman, 2006; Struksnes et al., 2012). Three studies targeted first-year students exclusively (Moquin et al., 2018; Parker et al., 2021; Quinn et al., 2004), whereas one study incorporated both first- and third-year students through a peer-learning model (Brynildsen et al., 2014).

In terms of setting, five studies were conducted within clinical aged care environments (Brynildsen et al., 2014; Gray-Miceli & Morse, 2019; Quinn et al., 2004; Shellman, 2006; Struksnes et al., 2012), four were delivered on university campuses and one took place during an interactive campus-based wellness retreat (Puentes & Cayer, 2001). Three studies specifically focused on engaging with healthy older adults living in the community (Puentes & Cayer, 2001; Quinn et al., 2004; Shellman, 2006).

Themes

Partnerships can create innovative and engaging learning experiences

This review underscores the value of educational partnerships between universities and Residential Aged Care or community-based aged care services in delivering meaningful, co-designed learning experiences for undergraduate nursing students. Seven studies highlighted the role of such partnerships in introducing innovative educational models (Brynildsen et al., 2014; Gray-Miceli & Morse, 2019; Hwang et al., 2013; Parker et al., 2021; Puentes & Cayer, 2001; Quinn et al., 2004; Shellman, 2006).

Four of these studies described specific innovations developed through these collaborations. For example, Quinn et al. (2004) reported on an 8-week programme co-developed by a university and a local housing authority, where students engaged in home visits, conferences, referrals, and family consultations. This initiative aimed to enhance students’ skills, confidence, and understanding of nursing care for older adults. Gray-Miceli and Morse (2019) implemented a 7-week geriatric immersion programme in partnership with 15 long-term care facilities. Students participated in competency-based activities such as interviewing, clinical decision-making, and problem-solving; resulting in improved confidence and competence in geriatric assessment. Shellman (2006) introduced a reminiscence activity in collaboration with a community aged care provider, which deepened students’ understanding of older adults and their cultural backgrounds, whereas enhancing interpersonal skills and shifting perceptions of aged care nursing. Brynildsen et al. (2014) piloted a peer-learning model where first- and third-year students completed placements together in Residential Aged Care settings. Despite differing learning objectives, the model encouraged mutual support and collaborative learning. These studies demonstrate how partnerships can enrich student learning by sharing resources, expertise, and real-world insights.

Partnerships help reduce stereotypes in aged care

Collaborative educational interventions were also shown to positively influence students’ attitudes towards older adults. Three studies (Moquin et al., 2018; Parker et al., 2021; Puentes and Cayer, 2001) reported significant improvements in students’ knowledge and perceptions following participation in co-designed programmes. Puentes and Cayer (2001) described a week-long, vacation-style programme where students were paired with older adults. This immersive experience led to more positive attitudes and greater empathy from undergraduate nursing students towards working with older people. Parker et al. (2021) found that their intervention reduced negative stereotypes and increased students’ appreciation for aged care as a valuable career path. Moquin et al. (2018) implemented a person-centred placement model that enhanced students’ understanding of residential care and the lived experiences of older adults. These studies also emphasised the critical role of educators and aged care experts in challenging students’ preconceived notions. When educators demonstrated advocacy, leadership, and shared personal experiences; students were more likely to reconsider aged care as a viable and rewarding career option.

Partnerships require careful planning and tailored implementation

The success of co-designed educational interventions depends heavily on thoughtful planning and context-specific strategies. Several studies (Gray-Miceli and Morse, 2019; Hwang et al., 2013; Ryan et al., 2018; Struksnes et al., 2012) highlighted the logistical challenges of implementing such programmes but noted that the benefits to student learning outweighed these difficulties.

Gray-Miceli and Morse (2019) described a detailed preparation process for their geriatric immersion programme, including the development of a training manual and an 8-hour workshop for clinical preceptors. This ensured consistency and quality across the 15 participating care facilities. A recurring barrier identified was the shortage of nursing educators with gerontological expertise. This gap made it difficult to create authentic learning experiences and sustain meaningful partnerships (Gray-Miceli and Morse, 2019; Hwang et al., 2013; Ryan et al., 2018; Struksnes et al., 2012). However, when educators demonstrated strong leadership and shared positive experiences, students reported more favourable attitudes towards aged care (Struksnes et al., 2012).

Two studies (Puentes and Cayer, 2001; Shellman, 2006) partnered with community-based aged care services to help students build relationships with older adults. These interventions required significant planning to ensure meaningful engagement and successful outcomes. Overall, the findings suggest that while co-designed aged care education programmes present logistical challenges, they offer substantial benefits in preparing nursing students for the complexities of aged care practice.

Discussion

Australia’s population is ageing rapidly, and there is a significant shortfall of RNs wanting to work with older people in Residential Aged Care. Undergraduate nursing students could remedy the situation; however, they remain disinterested in pursuing careers in the sector (Rayner et al., 2023). The Royal Commission into Aged Care Quality and Safety (2021) highlighted a decline in the professionalism of the aged care nursing workforce, contributing to reduced care standards. This concern is compounded by the increasing acuity and complexity of residents’ health needs in Residential Aged Care settings (AIHW, 2019). Although Residential Aged Care settings are actively working to implement the Commission’s recommendations and align with the Aged Care Quality Standards, attracting RNs to work in this area remains a significant challenge (AIHW, 2019).

Educational interventions co-designed, developed and delivered through partnerships between universities and aged care providers – including Residential Aged Care and community-based services – must be recognised as valuable learning opportunities. Educational interventions, in addition to the curriculum and/or clinical placement, offer rich clinical experiences in assessment, communication, holistic end-of-life care, and managing complex health needs (Overall, 2022). Authentic, reflective learning experiences are essential to fostering empathy and inspiring students to consider aged care as a meaningful and rewarding career path (Reid-Searle et al., 2020).

Previous research indicates that many Australian nursing students are placed in Residential Aged Care settings during their first year of study (Duggan et al., 2013; Laugaland et al., 2021; McAllister et al., 2020; Rayner et al., 2023). These early placements can be challenging, as students often feel unprepared to manage complex multimorbidity and communicate effectively with residents living with dementia, particularly in environments with limited clinical supervision compared to acute care settings (Rayner et al., 2023). To support learning, several Australian initiatives offer online aged care education for both practising RNs and students. These include the Aged Dementia Health Education and Research (ADHERE) programme, the Centre for Interdisciplinary Research in Gerontological Studies, the Wicking Dementia Centre at the University of Tasmania and Aged Care Research and Industry Innovation Australia (ARIIA). These platforms provide free, work-integrated learning modules and resources. Additionally, the Australian Government Department of Health and Aged Care and the Aged Care Quality and Safety Commission offer a range of educational programmes. When integrated into undergraduate curricula, these resources can deepen students’ understanding of aged care and highlight the complexity and value of the RN role in this field. Co-designed interventions with aged care providers potentially add another layer to this online learning and further support undergraduate student nurses to consider aged care as a career pathway.

Importantly, all interventions reviewed regardless of duration or delivery mode were associated with improved student knowledge and reduced misconceptions about caring for older adults. Many also fostered more positive attitudes and helped students recognise older people as individuals (Grey-Miceli & Morse, 2019; Puentes & Cayer, 2001; Shellman, 2006). A recent scoping review by Venables et al. (2023) similarly found that final-year students held more positive attitudes towards aged care, likely due to increased clinical exposure and knowledge. The same review noted that curricula focused heavily on technical skills often produced students with limited understanding of the physical, psychological and social aspects of ageing and more ageist attitudes. This trend is reinforced by media portrayals of nursing in high-tech, acute care settings, which may inadvertently devalue the relational and compassionate aspects of aged care nursing (Rayner et al., 2023).

The insights from this review have important implications for undergraduate nursing education. Co-designed educational interventions involving universities and aged care providers can enhance student learning and reshape perceptions of aged care. Extending these partnerships into the classroom may further support students in understanding the RN’s role in Residential Aged Care as Brynildsen et al. (2014) suggest, close collaboration between clinical placement providers and educational institutions is essential to develop supervision models that are tailored to the aged care context and foster engaging, effective learning environments. Overall, the findings indicate that strong, sustainable partnerships between universities and aged care providers can significantly enhance student learning and contribute to building a skilled and motivated aged care workforce.

Strengths and limitations

This scoping review aimed to explore undergraduate nursing educational interventions co-designed, developed and delivered in partnership with Residential Aged Care, aged care services and universities. A key strength of this review is its comprehensive scope, which offers a global perspective by including studies from multiple countries. The systematic approach to literature search and analysis, guided by the PRISMA-ScR framework, enhances the reliability and validity of the findings.

However, some limitations should be acknowledged. Restricting the review to English-language publications may have excluded relevant studies published in other languages, potentially limiting the breadth of insights. Additionally, given the evolving nature of aged care and nursing education, the findings may become outdated over time, highlighting the need for ongoing research and periodic updates to the literature.

Recommendations

To strengthen undergraduate nursing education in the specialty of aged care, it is recommended that aged care content be more thoroughly embedded within the curriculum. This includes the development of dedicated, co-designed courses and structured practical placements. Enhancing practice opportunities through enabling tools, interactive activities, and accessible resources – alongside efforts to challenge stereotypes and implement innovative teaching strategies – can significantly improve students’ practical skills and theoretical understanding in aged care nursing. Establishing and maintaining robust partnerships between universities and Residential Aged Care providers will ensure students receive current, evidence-based education aligned with contemporary aged care practices. Finally, ongoing evaluation and revision of curricula, in collaboration with Residential Aged Care partners, is essential to ensure relevance, effectiveness and responsiveness to the evolving needs of the aged care sector.

Conclusion

This scoping review explored undergraduate nursing educational interventions that were co-designed, developed and delivered through partnerships between universities, Residential Aged Care facilities, and community-based aged care services. The findings reveal that relatively few initiatives have been undertaken in this area, which is concerning given the current reluctance among nursing students to pursue careers in aged care. This hesitancy is often linked to suboptimal clinical experiences, limited supervision, and a lack of gerontological content in nursing curricula – factors that leave students underprepared to care for residents with complex needs.

Collaborative partnerships between universities and aged care providers represent a promising strategy for reimagining undergraduate nursing education. Co-designed educational interventions have the potential to enhance student engagement, improve perceptions of aged care and broaden awareness of career opportunities in this field. These partnerships can also support the development of curricula that reflect the realities of aged care practice, including the management of chronic conditions, person-centred care and the promotion of older adults’ health and well-being. Ultimately, fostering strong, sustained collaborations between academic institutions and aged care providers may not only enrich student learning but also contribute to improved recruitment and retention of RNs in the aged care sector.

Key points for policy, practice and/or research

Establishing authentic partnerships between universities and aged care providers is essential for enhancing undergraduate nursing education in aged care.

Integrating co-designed educational interventions into undergraduate nursing curricula – developed collaboratively with Residential Aged Care facilities – can enrich student learning experiences.

Educational programmes co-created with Residential Aged Care facilities have the potential to positively influence students’ perceptions, attitudes and interest in aged care, opening pathways to careers in this specialty.

Collaborating with aged care providers to deliver nursing education ensures curricula are aligned with industry needs and reflect the complexities of caring for older adults.

Footnotes

Author contributions

Louise Ward: Conceptualisation, Data curation, Formal analysis, Investigation, Methodology, Project administration, Resources, Software, Supervision, Validation, Visualisation, Writing – original draft, Writing – review & editing

Dima Nasrawi: Conceptualisation, Data curation, Formal analysis, Investigation, Methodology, Resources, Validation, Visualisation, Writing – original draft, Writing – review & editing

Katrina Austen: Conceptualisation, Data curation, Formal analysis, Investigation, Methodology, Resources, Software, Validation, Visualisation, Writing – original draft, Writing – review & editing

Donna Wilson: Conceptualisation, Data curation, Formal analysis, Investigation, Methodology, Resources, Validation, Visualisation, Writing – original draft, Writing – review & editing

Duncan McKimm: Conceptualisation, Formal analysis, Investigation, Methodology, Resources, Validation, Visualisation, Writing - original draft, Writing – review & editing

Jennene Greenhill: Conceptualisation, Formal analysis, Investigation, Methodology, Project administration, Supervision, Validation, Visualisation, Writing – original draft, Writing – review & editing

Declaration of conflicting interests

The author(s) declared no potential conflicts of interest with respect to the research, authorship, and/or publication of this article.

Funding

The author(s) received no financial support for the research, authorship, and/or publication of this article.

Ethical approval

Ethical permission was not required for this scoping review.

ORCID iD

Dima Nasrawii

Louise Ward is an associate professor at Southern Cross University with a focus on innovative nursing education, acute mental health, Older Person’s Mental Health (OPMH) care, chronic illness, clinical nursing practice, workplace culture and experience.

Dima Nasrawi is an experienced registered nurse at Southern Cross University with a demonstrated history of working in the higher education industry. She is a multi-method researcher focusing on teaching and learning, chronic illness, rehabilitation and postoperative care.

Katrina Austen is a nursing lecturer within the Faculty of Health at Southern Cross University. Her areas of interest include caring for older people and the need for compassionate nursing care.

Donna Wilson is the Work Integrated Learning Academic Coordinator at Southern Cross University, experienced in critical care nursing, research, nursing education, curriculum development and technology-based innovations to enhance students’ learning.

Duncan McKimm is leading an organisation whose mission is to build a community that cares for the aged by providing a home, connection and care at Clarence village.

Jennene Greenhill is Nurse leader at Southern Cross University, focused on socially accountable health professional education and research that benefits communities. Her research profile encompasses rural health workforce, transformative learning and health service improvement in underserved communities.

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Partnerships to prepare undergraduate nursing students to care for older adults: a scoping review

Abstract

Background:

Aim:

Design/Method:

Results:

Conclusion:

Keywords

Introduction

Background

Aim

Method

Inclusion and exclusion criteria

Search outcomes

Data extraction and synthesis

Findings

Study characteristics

Themes

Partnerships can create innovative and engaging learning experiences

Partnerships help reduce stereotypes in aged care

Partnerships require careful planning and tailored implementation

Discussion

Strengths and limitations

Recommendations

Conclusion

Key points for policy, practice and/or research

Footnotes

Author contributions

Declaration of conflicting interests

Funding

Ethical approval

ORCID iD

References