Facilitators and barriers in Academic-Practice Partnerships (APPs) between Approved Educational Institutions (AEIs) and Residential Aged Care Facilities (RACFs) during pre-registration nursing students’ placements: a systematic review protocol

TL;DR

This paper outlines a systematic review protocol to explore what helps or hinders partnerships between nursing schools and aged care facilities during student placements.

Contribution

The study introduces a structured approach to identify facilitators and barriers in academic-practice partnerships for nursing education in aged care settings.

Findings

The review will use thematic analysis to synthesize findings on effective academic-practice partnerships.

It aims to guide improvements in nursing education by understanding factors influencing collaboration between institutions and aged care facilities.

The findings will help educators support better student experiences and improve care for aged care residents.

Abstract

Effective Academic-Practice Partnerships (APPs) between Approved Educational Institutions (AEIs) and practice learning partners are essential for enhancing the integration of the theoretical and practical aspects of nursing education. Recent literature regarding nursing student placements in Residential Aged Care Facilities (RACFs) highlights the significance of these partnerships and a need to explore the dynamic partnerships between AEIs and RACFs to better understand their role in improving student experiences and learning outcomes. Despite the recognition of the significance of understanding these APPs, this remains a significant gap in the existing literature.

We will conduct a systematic review to identify facilitators and barriers to maintaining productive APPs between AEI and RACFs during pre-registration nursing student placements. Our research will involve an electronic literature search within MEDLINE, CINAHL, Web of Science, PsycINFO, and ERIC. Two independent reviewers will screen eligible papers, and a third reviewer will resolve any conflicts based on predefined inclusion and exclusion criteria. Eligible studies must have been published in English after 1990, and they should specifically address collaborative efforts between AEIs and RACFs in the context of pre-registration nursing student placements. All studies will be appraised using Caldwell’s Framework. Findings will be extracted using a standardised extraction table, and an in-depth synthesis will be conducted using thematic analysis.

This systematic review addresses a gap in the literature by identifying key factors that influence APPs in the context of RACF placements. The findings from this review have the potential to guide improvements in pre-registration nursing education by informing, nurturing, and supporting collaborative relationships between AEIs and RACFs, which promote enriched experiences for nursing students during their RACF placements. The review will also provide both clinical and academic educators with a deeper understanding of what facilitates and hinders collaboration, which will empower them to facilitate effective collaboration and develop their shared capacity in supporting students. Strengthening the partnerships between AEIs and RACFs fosters a shared vision and enhances the quality of pre-registration nursing education, which improves the standard of care for RACF residents.

The online version contains supplementary material available at 10.1186/s13643-025-02877-1.