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Healthcare student voices on the compounding stressors of unpaid clinical placements in New Zealand.

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Title: Healthcare student voices on the compounding stressors of unpaid clinical placements in New Zealand.
Authors: HOWELLS, BEX1 howells.bex@gmail.com, HAY, KATHRYN2
Source: International Journal of Work-Integrated Learning. 2026, Vol. 27 Issue 1, p43-58. 16p.
Subject Terms: *Interdisciplinary education, *Medical education, *Diversity & inclusion policies, *Scholarships, *Health occupations students, *Internship programs, *Experience, *Students, *Gender inequality, *Research methodology, *Learning strategies, *Nursing students, *Employees' workload, Interviewing, Midwives, Descriptive statistics, Thematic analysis, Financial stress, Psychological stress, Self advocacy, Data analysis software, Psychosocial factors, Shift systems
Geographic Terms: New Zealand
Abstract: The healthcare workforce in New Zealand faces critical shortages, exacerbated by high attrition rates in training programs requiring extensive clinical placements. With a focus on elevating the voice of nursing, midwifery, and mental health students undertaking degree qualifications, this paper explores the compounding stressors of unpaid placements. Findings highlight systemic inequities, including financial hardship, excessive workloads, and challenging power dynamics, which affect student skill development during placements, wellbeing, program completion, and transition to the workforce. The lack of remuneration for healthcare training, despite paid training in several male-dominated professions, reinforces gendered inequities and devalues healthcare professions. Recommendations include the introduction of a universal stipend for students in programs with compulsory placements and improved placement regulations. Addressing the challenges associated with unpaid placements is essential to address current inequities and ensuring sustainable workforce development. [ABSTRACT FROM AUTHOR]
Copyright of International Journal of Work-Integrated Learning is the property of University of Waikato, Education Unit, Faculty of Science & Engineering and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
Database: Education Research Complete
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  Data: Healthcare student voices on the compounding stressors of unpaid clinical placements in New Zealand.
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  Data: The healthcare workforce in New Zealand faces critical shortages, exacerbated by high attrition rates in training programs requiring extensive clinical placements. With a focus on elevating the voice of nursing, midwifery, and mental health students undertaking degree qualifications, this paper explores the compounding stressors of unpaid placements. Findings highlight systemic inequities, including financial hardship, excessive workloads, and challenging power dynamics, which affect student skill development during placements, wellbeing, program completion, and transition to the workforce. The lack of remuneration for healthcare training, despite paid training in several male-dominated professions, reinforces gendered inequities and devalues healthcare professions. Recommendations include the introduction of a universal stipend for students in programs with compulsory placements and improved placement regulations. Addressing the challenges associated with unpaid placements is essential to address current inequities and ensuring sustainable workforce development. [ABSTRACT FROM AUTHOR]
– Name: AbstractSuppliedCopyright
  Label:
  Group: Ab
  Data: <i>Copyright of International Journal of Work-Integrated Learning is the property of University of Waikato, Education Unit, Faculty of Science & Engineering and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.)
PLink https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=ehh&AN=193073195
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      – Code: eng
        Text: English
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        PageCount: 16
        StartPage: 43
    Subjects:
      – SubjectFull: Interdisciplinary education
        Type: general
      – SubjectFull: Medical education
        Type: general
      – SubjectFull: Diversity & inclusion policies
        Type: general
      – SubjectFull: Scholarships
        Type: general
      – SubjectFull: Health occupations students
        Type: general
      – SubjectFull: Internship programs
        Type: general
      – SubjectFull: Experience
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      – SubjectFull: Students
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      – SubjectFull: Gender inequality
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      – SubjectFull: Research methodology
        Type: general
      – SubjectFull: Learning strategies
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      – SubjectFull: Nursing students
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      – SubjectFull: Employees' workload
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      – SubjectFull: Interviewing
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      – SubjectFull: Midwives
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      – SubjectFull: Descriptive statistics
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      – SubjectFull: Thematic analysis
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      – SubjectFull: Financial stress
        Type: general
      – SubjectFull: Psychological stress
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      – SubjectFull: Self advocacy
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      – SubjectFull: Data analysis software
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      – SubjectFull: Psychosocial factors
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      – SubjectFull: Shift systems
        Type: general
      – SubjectFull: New Zealand
        Type: general
    Titles:
      – TitleFull: Healthcare student voices on the compounding stressors of unpaid clinical placements in New Zealand.
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              Text: 2026
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              Y: 2026
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