Nurse Education Today 102 (2021) 104936

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Nurse Education Today

journal homepage: www.elsevier.com/locate/nedt

Personal qualities needed by undergraduate nursing students for a

successful work integrated learning (WIL) experience
Sandra B. Walker *, Dolene M. Rossi
School of Nursing Midwifery and Social Sciences, Central Queensland University, Bruce Highway, Rockhampton 4702, Queensland, Australia

A R T I C L E I N F O A B S T R A C T

Keywords: Background: International research has shown that during work integrated learning (WIL) undergraduate nursing
Personal qualities students may experience stress, self-doubt, and coping issues, however personal qualities these students bring to
Undergraduate student nurses their WIL journey or those needed to succeed during WIL remain unknown.
Work integrated learning
Objective: To describe the views of students midway through their Bachelor of Nursing program regarding per­
Practice education
Personal attributes
sonal qualities they bring to and need for WIL success.
Design: This article reports on a descriptive study that used an electronic questionnaire to collect the data.
Settings and participants: Bachelor of nursing students (n = 421), who were studying fulltime or part time
equivalent, at a regional university in Queensland Australia, were invited to complete the anonymous electronic
questionnaire that was developed by the research team following an extensive review of literature. Inclusion
criteria required participants to have completed at least one WIL experience and be midway through their three-
year Bachelor of Nursing program.
Methods: Data were collected during January and February 2017. The electronic questionnaire consisted of
demographic, forced choice questions, and open-ended questions. This paper presents the qualitative analysis of
responses to two of the open-ended questions that focused on personal strengths and work integrated learning
experiences. Data were analysed using the inductive content analysis approach.
Results: Six personal qualities were identified including: enthusiasm to succeed, commitment to learning, self-
motivation, confidence, effective communication skills, and compassion.
Conclusions: Pre-entry screening of applicants to bachelor level nursing programs and the delivery of learning
opportunities that encourages both reflection and debriefing may assist in describing personal qualities needed to
succeed in WIL.

1. Introduction key focus of WIL in nursing education has been the immersion of un­
dergraduate students in the real-world of nursing (Borrott et al., 2016).
Work integrated learning (WIL), often referred to as clinical clerk­ It is well documented that the WIL experience is stressful for un­
ship, has been an integral part of the learning journey for undergraduate dergraduate nursing students (Blomberg et al., 2014; Admi et al., 2018),
nursing students in Australia for over 35 years, when registered nursing and that many feel overwhelmed by the experience (Grobecker, 2016).
education moved from the apprenticeship style hospital-based training International research has shown that during WIL undergraduate
to a three year, or equivalent part-time, accredited degree program nursing students may experience stress (Blomberg et al., 2014), an
offered by the higher education sector (Department of Health, 2013). inability to cope (Shaban et al., 2012), and self-doubt (Admi et al.,
WIL is based on a constructivist approach to learning that encourages 2018). In order to address the issues undergraduate nursing students
the individual to learn through experiences and reflection, with face during their WIL journey researchers have focused on resilience,
knowledge created through interaction with the real world (Pennbrant which is the ability to adapt to stressful situations and function as
and Svensson, 2018). Although many different WIL models have been normal, despite the stress being experienced (Reyes et al., 2015; Thomas
implemented including: supervised practice, either group or individual; and Revell, 2016), while other researchers have explored whether
mentoring; internships; and simulation (Smith and Worsfold, 2015), the emotional intelligence (EI) was a key to undergraduate nursing student

* Corresponding author.
E-mail address: [email protected] (S.B. Walker).

https://doi.org/10.1016/j.nedt.2021.104936
Received 7 July 2020; Received in revised form 8 April 2021; Accepted 19 April 2021
Available online 26 April 2021
0260-6917/© 2021 Elsevier Ltd. All rights reserved.
S.B. Walker and D.M. Rossi Nurse Education Today 102 (2021) 104936

success (Foster et al., 2017; Cleary et al., 2018). According to Schneider and need for WIL success. The research question addressed by this study
et al. (2013) emotional intelligence is the ability of the person to was: What personal qualities do undergraduate nursing students
perceive, integrate, understand, and manage emotions. An Australian midway through their Bachelor of Nursing program bring to, and
research team led by Foster et al. (2017) conducted a longitudinal study require, for a successful WIL journey?
that explored emotional intelligence development in undergraduate
nursing students and found that emotional intelligence increases over 2. Study design and methods
time. These findings are supported by the outcome of an integrative
literature review that focused on promoting emotional intelligence and A descriptive exploratory research design and electronic question­
resilience in undergraduate nursing students (Cleary et al., 2018). Cleary naire were used to address the research question. The electronic ques­
et al.’s (2018) integrative literature review concluded that the inclusion tionnaire was developed for a larger study that explored the factors that
of strategies to build resilience and emotional intelligence within influence undergraduate nursing students learning journey. These fac­
Bachelor of Nursing programs will assist in preparing undergraduate tors were identified following a review of the literature and included:
nursing students cope with WIL. authentic learning, motivation to study, resilience, support, and
Internationally, pre-interview screening of applicants to nursing collaborative learning (Walker et al., 2016). Further refinement of these
schools using tools such as the Computer-based Assessment for Sampling factors was undertaken by the research team to formulate appropriate
Personal characteristics [CASPer] (Dore et al., 2017), may be under­ and targeted questions able to address the research issue under inves­
taken to determine whether potential undergraduate students possess tigation. The electronic questionnaire was pilot tested with five students
desired personal and professional characteristics. Additionally, in not included in the study to further refine the questions and test internal
certain countries, value-based recruitment (Groothuizen et al., 2017) validity. The questions were reviewed by a panel of expert nurse aca­
and multiple mini-interviews (Callwood et al., 2020) are used to assess demics to determine the structure and validity of the tool.
applicants to Bachelor of Nursing programs for desired attributes and The final questionnaire, which took approximately 20 min to com­
values. Although supported by many users, pre-entry Bachelor of plete, consisted of 36 questions that required participants to select their
Nursing screening tools have been criticised for being difficult to level of agreement on a four-point Likert scale ranging from important,
implement and limited in their ability to predict of undergraduate somewhat important, not important, and not applicable. In addition,
nursing student academic success (Timer and Clauson, 2011). Never­ questions designed to collect information about participant character­
theless, pre-interview screening tools remain popular as they are usually istics were included, along with 5 open-ended questions that enabled the
cost free to applicants and may assist those unable to meet academic collection of qualitative responses on topics including: motivation,
admission requirements to enter undergraduate nursing programs (Dore personal strengths, work integrated learning experiences, work life
et al., 2017). balance, and learning journey. This paper presents the qualitative
In Australia, pre-screening interviews of applicants to Bachelor of analysis of responses received to two of the open-ended questions from
Nursing programs is not normally undertaken, instead academic scores the larger study. These questions were: What personal strengths do you
are used to select undergraduate nursing students (Ralph et al., 2019; bring to your learning journey during your clinical placement? and How
Department of Health, 2013). This absence of pre-entry screening of has the clinical placement experience provided opportunities for
applicants to Australian Bachelor of Nursing programs led Pitt et al. collaborative learning? The responses to these two questions had clear
(2013) to postulate whether personal qualities of undergraduate nursing links to qualities nursing students need to succeed in WIL.
students could be measured. In a later study, Pitt et al. (2014a),
attempted to measure nursing students’ personal qualities when they 3. Setting and participants
entered their undergraduate nursing degree and again three years later.
Pitt et al. (2014a) found there was no change in personal qualities within The researchers invited 421 bachelor of nursing students who were
the three-year gap and discovered that without any intervention the midway through their three-year Bachelor of Nursing program at a
older students had higher levels of self-control, empathy and resilience regional university in Queensland Australia, to complete the anonymous
when compared to the younger cohort. More recently, international electronic questionnaire. The university where the students were
researchers have investigated attributes that make a good nurse (Er studying offers the Bachelor of Nursing program via internal and flexible
et al., 2017), values and beliefs of undergraduate student nurses (Kaya (distance and online) modes, with WIL being undertaken in the student’s
et al., 2017), spirituality, religiosity, and personal beliefs of those in home location. The flexible study options enabled students who may not
nursing programs (Lopez et al., 2014), and personal character strengths normally have enrolled in a Bachelor of Nursing program due to mature
of undergraduate nursing students (Guo et al., 2015), however none age, home location, work, or family commitments, to undertake uni­
offered insight into the personal qualities undergraduate nursing stu­ versity education. To be eligible for inclusion in the study participants
dents need to be able to succeed during WIL. Such an omission in the needed to be studying fulltime or part time equivalent, have completed
literature is concerning as personal qualities desired in undergraduate at least one WIL experience, and be midway through their three-year
nursing students are those that enable the delivery of compassionate Bachelor of Nursing program. This inclusion criteria captured all
care (Pitt et al., 2014b), a term which encapsulates many of the attri­ eligible undergraduate nursing students, including those with normal
butes identified above. study progression and those who had received recognition for prior
Although adding valuable knowledge, Pitt et al.’s (2014a) research studies.
focused on nursing students on entry to their bachelor level studies and
when they entered their graduate year, leaving a gap in the knowledge 4. Data collection and ethical considerations
regarding students midway through Bachelor of Nursing programs.
Knowledge of the personal qualities this group of undergraduate stu­ Data were collected during January and February 2017. Prior to
dents believe they need to succeed in WIL is important because it is at commencing data collection, approval to conduct the study was sought
this time that there is an increase in the complexity of learning required from the University Human Research Ethics Committee (HREC - H16/
to be undertaken (Leijser and Spek, 2021). Further, understanding of the 09-27). Once ethics approval was received participants were invited
personal qualities needed to succeed in WIL has the potential to assist via the university intranet website to complete an anonymous electronic
faculty plan supportive WIL experiences for undergraduate nursing questionnaire. Those opting to take part in the study were provided with
students (Walker et al., 2016). As such, the objective of this current a link to an online information letter and consent form via the Survey
study was to describe the views of students midway through their Monkey platform. The letter informed potential participants as to the
Bachelor of Nursing program regarding personal qualities they bring to aims of the study as well as to the voluntary and anonymous nature of

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S.B. Walker and D.M. Rossi Nurse Education Today 102 (2021) 104936

involvement. If participants were happy to proceed, they clicked the Table 1

consent to participate link and were then taken to the electronic ques­ Participant profile.
tionnaire. Participants were able to complete the electronic anonymous % (n)
questionnaire at a time that was most convenient and suitable to them.
Age 17 to 25 20% (24)
At the time of data collection none of the research team were teachers of 26 to 35 35.5%
the student cohort selected to participate in the study. (43)
36 to 45 29% (35)
5. Data analysis 46 to 55 14% (17)
56 to 65 1.5% (2)
Sex Male 7.5% (9)
Data analysis followed the inductive content analysis approach Female 92.5%
described by Elo and Kyngäs (2008). To obtain a good understanding of (112)
the data the researchers read and re-read the responses provided by Language English as first language 92.5%
(112)
participants. Similarities and differences in the data were then identi­
Type of study completed prior to Completed Diploma in nursing 21.5%
fied. Following this process, each team member identified and then entering BN degree (26)
coded the data into primary codes and sub-codes. Codes were again read Completed Certificate course in 14% (17)
and re-read by the researchers who sought to identify categories and other discipline
emerging themes. Synthesis of ideas and confirmation of emerging Completed Bachelor degree in 12.4%
other discipline (15)
themes followed which led to the development of concepts (Elo and Completed Diploma in other 6% (7)
Kyngäs, 2008). Note taking was used throughout the data analysis discipline
process to enable the development of ideas and concepts as well as to Completed Certificate course in 6% (7)
create a logical chain of evidence to support the emerging themes. The nursing
Mode of study Internal mode 10.7%
data analysis process was repeated until the final themes emerged. Each
(13)
member of the research team independently reviewed the themes with Distance Mode 89.3%
the outcome being the identification of the personal qualities’ under­ (108)
graduate nursing students bring to their WIL journey and those they
believe enable them to succeed during WIL.

6. Results
Personal qualies required for WIL Enthusiasm to
6.1. Participant profile Succeed
A total of 29% (n = 121) of eligible undergraduate nursing students
completed the electronic questionnaire. The results showed that 92.5% Commitment to
(n = 112) of participants were female, aged 45 years or younger, with
English as their first language. These demographic characteristics are Learning
consistent with those of the potential participant pool. Overall, 89.3%
(n = 108) of participants were studying the Bachelor of Nursing via
flexible (distance and online) mode. This is slightly higher than the
potential participant pool where 76% (n = 320) were studying via the Self-Movaon
success

flexible mode. Nearly 60% (n = 72) of participants indicated they had

completed some form of post high school study prior to entering the
bachelor level nursing program, with over 27% (n = 33) revealing that
they had completed either a certificate or diploma in nursing. See
Table 1 – Participant profile.
Confidence
6.2. Qualitative results

Six personal qualities required for successful WIL experiences were

Effecve
gleaned from students’ descriptions of their personal strengths and work Communicaon Skills
integrated learning experiences. These personal qualities included:
enthusiasm to succeed, commitment to learning, self-motivation, con­
fidence, effective communication skills, and compassion. Fig. 1 provides
a diagrammatic representation of these findings. Compassion
1. Enthusiasm to succeed.
Fig. 1. Personal qualities undergraduate nursing students require to succeed
The results of the study showed that participants perceived their during WIL.
enthusiasm to succeed as a key personal quality they bring to, and
require, for their WIL journey. Participants felt their desire and drive to willingness to learn, an enthusiasm for each challenge and a genuine happi­
put learning into practice during WIL was behind their enthusiasm to ness to be on the ward are qualities I bring to my clinical placement.”
succeed. One participant explains: “Enthusiasm and a drive to put learning Additionally, many participants believed that being able to see nursing
into practice helps me do well.” Many participants indicated that they were in action during WIL gave them the enthusiasm to succeed. The
focused on their goal of becoming a registered nurse and were not following quote highlights this point: “Seeing how things are done in an
prepared to give up, while others highlighted a readiness to learn, along actual nursing setting gives me the enthusiasm to do my best.”
with being happy to be on WIL as key indicators of their enthusiasm to
succeed. These points are summarised by the following quote: “A

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S.B. Walker and D.M. Rossi Nurse Education Today 102 (2021) 104936

2. Commitment to learning. team. I have the ability to interact with individuals from all cultural & social
settings.” Mature participants indicated that they felt their age was an
Commitment to learning was the second personal quality identified advantage during WIL as they were confident to ask questions – “I believe
as being important for WIL success. The commitment to learning quality being a mature aged student is a strength. I have a lot more confidence now
focused on participants desire to achieve and was closely linked to their then what I did when I was 18. I am also not afraid to ask questions.” Other
enthusiasm to succeed - “I am committed to my studies. I have enthusiasm to participants credited the WIL experience for giving them the confidence
learn and share ideas,” while another felt similarly: “I love learning and am needed to succeed – “Being on placement and knowing now that nursing is
committed to learn so I can care for my patients.” Further, the real-world collaborative, and a team profession has improved my confidence.”
experiences offered by WIL were found to fostered participants
commitment to learning. This point is reflected in the following quote: “I 5. Effective communication skills
am committed to learn all I can and being on placement is the best experience
as I learn so much from the patient and nurses.” Being an effective communicator was found to be a key personal
Several participants believed that their commitment to learning was quality undergraduate nursing students’ need to succeed at WIL. Effec­
influenced by other aspects of their life, such as work and family, and tive communication skills were closely linked to confidence. Partici­
that these obligations had the potential to impact their WIL journey. pants indicated that being confident enabled them to communicate
Nevertheless, many added that good time management skills, a will­ effectively during WIL, which in-turn, improved their confidence. One
ingness to engage with learning opportunities presented during WIL, participant explains: “My strengths are my communication skills, and a
and their commitment to learning enabled the impact of other factors to desire for helping people. I find the more I interact with people during my
be minimised. The following quote offers insight into these issues: “I find clinical placement the more confident I feel.”
it difficult to give equal time to all life areas but am keen to learn, love Many of the study participants believed that effective communica­
placement and have good time management which has been essential when tion skills were personal qualities they already possessed, with several
raising a family in addition to study.” identifying life experiences as being important in the development of
this quality - “I have lots of life experience and good communication skills. I
3. Self-motivation have strong interpersonal skills that I developed during my working life.”
Several participants added that being an effective communicator
Along with the enthusiasm to succeed and commitment to learning, enabled them to work well with people, including patients and clinical
participants felt self-motivation was an important personal quality they staff – “I enjoy interacting with the people including patients and clinical
brought to their WIL journey. Several expressed the belief that by being staff.” Many participants felt being good with people and being a people
self-motivated they were able to show their resilience and determination person was enhanced by their communication abilities – “I have a great
to succeed - “I have resilience and determination to succeed. I am self- work ethic, perseverance, being good with people. I am able to read people
motivated.” The results revealed participants felt their adaptability, well and build a rapport.” In addition, participants identified specific
persistence, and willingness to learn were important factors in their communications skills such as critical thinking, listening skills, being
motivation to achieve when on WIL. One participant explains: “My self- non-judgemental, having a positive attitude, and an ability to effectively
motivation, perseverance, and ability to adapt allows me to get the most out of interact with people as being important to their WIL success. One
my clinical placement.” Additionally, participants expressed the view that participant provides insight on these points: “My personal qualities are my
they were motivated by their desire to be a nurse – “I want to be a nurse. I ability to interact with people from all walks of life and a positive attitude. I
am internally self-motivated, so I find it fairly easy to remain focussed.” can critically think, listen, have good communication skills and have a pas­
Further, the results showed that by being self-motivated participants sion for helping people.”
were able to take the initiative for their learning and were conscious of
how they presented themselves during their WIL journey. The following 6. Compassion
quote provides an example of participants awareness of these points: “I
am self-motivated and take initiative. I understand that nursing is a profession The results of this study showed compassion to be a key quality
and I need to show professionalism.” needed by undergraduate student nurses to succeed at WIL. Many par­
ticipants described themselves as being caring, compassionate and
4. Confidence intuitive, and linked this to their ability to show empathy – “I have
compassion & empathy for others.” Showing compassion was also closely
Confidence was found to be an important personal quality partici­ linked to effective communication and interpersonal skills, as well as an
pants both bring to, and need for their WIL journey. Confidence was enjoyment of being with people. Many participants indicated that it was
found to link closely with being open to new ideas as many participants through their communications skills that they were able to show
indicated that as their confidence grew, they felt able to take on new compassion and care for people. One participant shared: “I have an in­
challenges and open themselves to new ideas – “I have confidence in what terest in people, empathy, and good interpersonal skills.” In addition, par­
I do and am able to focus and open myself to new challenges.” Additionally, ticipants believed being interested in people, having a genuine like of
participants believed being confident in their knowledge and abilities people, being good with people, and being a people person were per­
enabled them to be able to provide better care for patients as well as be sonal qualities they brought to, and needed, for WIL success. “I genuine
open to accept new learning opportunities. These points are highlighted like being with people. I have a passion for helping people.” Furthermore, the
in the following quote: “I believe I have good confidence to apply skills that results showed participants believed life experiences enhanced their
have been learnt and this provides opportunities for me to enhance these skills understanding of people and facilitated the development of their ability
and provide good patient care as well as creating further learning opportu­ to empathise and show compassion. One participant explains: “I have
nities from staff.” been through a lot in my life. I am very compassionate and have a caring
Many participants felt their life experiences such as their age, paid nature. I was inspired to become a nurse by the palliative care nurses who
work, understanding the work ethic, being able to work as a team helped us nurse my father prior to his death when I was 15. It’s been a long
member, and having the ability to interact well with others, provided hard road but it’s my passion.”
them with the confidence needed to make the most of the learning op­
portunities provided during their WIL journey. The following quote 7. Discussion
highlights these points: “I have confidence in my abilities due to my previous
experience in clinical settings and have the ability to work as a member of a The findings of this study were able to answer the research question

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S.B. Walker and D.M. Rossi Nurse Education Today 102 (2021) 104936

by revealing the personal qualities undergraduate nursing students qualities and those needed for WIL success.
believe they bring to their WIL journey and those required for WIL It would be useful to test the six personal qualities identified by this
success. These personal qualities included enthusiasm to succeed, study with a larger sample to determine whether the findings are
commitment to learning, self-motivation, confidence, effective transferable. In addition, repeating the study with students who have
communication skills, and compassion. Although several recent research undertaken more than one clinical placement, may shed further light on
studies have identified some of these personal qualities (Chesser-Smyth the personal qualities undergraduate nursing students believe they need
and Long, 2012; Drysdale and McBeath, 2018; Sharififard et al., 2020; to succeed in WIL. Further research exploring pre-entry screening for
Durkin et al., 2018; Sowko et al., 2019), none had identified all six. undergraduate nursing programs is needed to determine the usefulness
Moreover, none of the previous studies explored whether the personal of such tools in predicting the development of the personal qualities
qualities they identified were amenable to further development. needed for WIL success. Likewise, exploring whether pre-entry
Information in the literature was limited regarding personal qualities screening for the personal qualities needed for WIL success has an
of mature aged undergraduate nursing students (Walker et al., 2014a), impact on academic achievement may prove useful in reducing attrition
while the influence of gender, culture, and the method of learning (in­ from undergraduate nursing programs. Moreover, research is needed to
ternal or distance) on personal qualities of undergraduate student nurses identify whether pre-entry screening of personal qualities facilitates
appears not to have been addressed at all. That said, previous research inclusiveness by enabling people from divergent socio-economic back­
has found a positive link between personal qualities and academic grounds and cultures, as well as people experiencing language barriers,
progression (Pitt et al., 2014b), while the development of a nursing or those with limited prior education, to enter undergraduate nursing
identity (Walker et al., 2014b), and the implementation of strategies to programs. Additionally, further research focused on whether the per­
improve students WIL experience (Pitt et al., 2014a; Levett-Jones et al., sonal qualities identified in this study can be developed in undergrad­
2015; Carr et al., 2018) have been shown to assist undergraduate uate nursing students is required, along with research designed to
nursing students develop personal qualities prior to WIL. Interestingly, a explore the impact of the mode of learning (internal or distance), gender
recent study by Levett-Jones et al. (2015) that utilised survey methods to and culture on the personal qualities needed for WIL success.
explore nursing students’ perceptions prior to their first WIL experience, Finally, the exploration of the six personal qualities identified by this
found that strategies implemented to develop qualities to succeed at WIL study using qualitative research methods may offer further insight into
may have had the reverse effect and add to the students’ anxiety and how the personal qualities influence undergraduate nursing students
stress. Such findings are concerning as anxiety and stress has been learning journey and WIL experience. Qualitative research methods may
shown to limit learning potential in undergraduate nursing students also assist in uncovering rich data that will enable the refinement of the
(Blomberg et al., 2014; Admi et al., 2018). six personal qualities identified in this study.
The outcomes of this current study may offer solutions to this
problem as we recommend undergraduate nursing students be made 8. Conclusion
aware of the six personal qualities needed to succeed at WIL. This is
important as most of the personal qualities identified by this study are The outcomes of the study revealed six key personal qualities un­
within the person. As such, we recommend the implementation of dergraduate nursing students require for WIL success. The results
strategies to encourage students to reflect on their own personal quali­ showed most of the personal qualities were within the individual and
ties to determine whether they believe they possess all six personal strategies are recommended to facilitate student understanding of their
qualities needed for WIL success. Opportunities for students to develop own personal qualities. These included making undergraduate nursing
personal qualities within a supportive environment may be required. For students aware of the six personal qualities needed for WIL success and
example: students may need support in communication skill develop­ providing them with strategies to assist in the development of the
ment, understanding the needs of people, or appreciating how the stu­ reflection skills needed to uncover their own personal qualities.
dent nurse can make a difference in someone’s life (O’Brien et al., 2019).
In addition, the use of reflective strategies such as debriefing following Authors statement
WIL experiences, along with journaling and the development of a pro­
fessional portfolio may enable undergraduate nursing students to reflect We declare that the article is the authors original work. Both authors
on what they have learnt during their WIL journey. Reflection on the contributed equally to the conception, design, data collection, analysis
outcome of learning and ways to improve is an important part of stu­ and interpretation of data for this paper and have no conflict of interest
dents WIL journey (Pennbrant and Svensson, 2018) and will highlight to declare. The paper has not been submitted for publication elsewhere,
for the individual the many personal qualities they possess. Finally, we both authors have seen and approve the submitted manuscript and agree
recommend screening of applicants to nursing schools, using structured to abide by the copyright terms and conditions of Elsevier and Nurse
tools and interviews be considered in Australia, to determine whether Education Today.
potential undergraduate students possess some of the personal qualities Although this paper has been developed from a section of data
identified as being needed for a successful WIL journey. collected for a larger study, to-date this is the first paper to have been
While this study has been able to describe the personal qualities developed or presented for publication from the data.
undergraduate nursing students need for a successful WIL journey, there
were some limitations, including: the collection of data at only one site, Funding sources
the use of an anonymous electronic questionnaire, and the large number
of participants studying via flexible (distance or online) mode. In addi­ This research did not receive any specific grant from funding
tion, the large number of mature aged participants with post-secondary agencies in the public, commercial, or not-for-profit sectors.
school qualifications, as well as those with previous nursing qualifica­
tions and work experience had the potential to influence the outcomes of Declaration of competing interest
the study. This may be because this group already has well developed
personal qualities, including resilience skills and emotional intelligence None.
and as such were more prepared for WIL. Although these factors have
the potential to limit the value of responses and reduced the trans­ Acknowledgements
ferability of the findings to other settings or student cohorts, this does
not lessen the importance of the study findings, which offer clear insight The authors wish to acknowledge the contribution and support of the
into undergraduate nursing students’ perception of their personal following people: Jennifer Anastasis, Renjith Hari, Michelle Krake, Dr.

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Naomi Malouf and, Dr. Fran Richardson. Along with the authors of this Leijser, J., Spek, B., 2021. Level of clinical reasoning in intermediate nursing students
explained by education year and days of internships per healthcare branches: a cross
paper, the above-named people were part of the original research team
– sectional study. Nurse Educ. Today 96. https://doi.org/10.1016/j.
who contributed to the conception, design and collection of data for a nedt.2020.104641.
much larger study of which this paper is a part. Levett-Jones, T., Pitt, V., Courtney-Pratt, H., Harbrow, G., Rossiter, R., 2015. What are
the primary concerns of nursing students as they prepare for and contemplate their
first clinical placement experience? Nurse Educ. Pract. 15, 304–309. https://doi.org/
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