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This mixed-method study examines final-year Bachelor of Nursing students’ stress during work-integrated learning, using an online survey and a focus group to unpack aggregated results. Layered stressors overwhelm students and reduce coping capacity, highlighting the need for accessible, culturally responsive, pastoral and academic support throughout their journey.",{"@graph":69,"@context":121},[70,84,104],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":35,"@type":76,"position":81},"https://docshare.wps.com/document/healthcare/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/i-didnt-realise-that-it-would-eat-my-life-nursing-students-accounts-of-clinical-placements-and-the-stressors-associated-with-work-integrated-learning/588361/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":98,"encodingFormat":97,"isAccessibleForFree":99,"interactionStatistic":100},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/i-didnt-realise-that-it-would-eat-my-life-nursing-students-accounts-of-clinical-placements-and-the-stressors-associated-with-work-integrated-learning/588361.png","ImageObject",300,407,{"name":92,"@type":93},"Putri","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-15",true,{"@type":101,"interactionType":102,"userInteractionCount":8},"InteractionCounter",{"@type":103},"ViewAction",{"@type":105,"mainEntity":106},"FAQPage",[107,113,117],{"name":108,"@type":109,"acceptedAnswer":110},"What problem does the article identify regarding graduate readiness for work?","Question",{"text":111,"@type":112},"Employer feedback suggests graduates may have knowledge and technical proficiency but not always understand the applied complexities of the workplace.","Answer",{"name":114,"@type":109,"acceptedAnswer":115},"How does the study investigate nursing students’ stress?",{"text":116,"@type":112},"It uses a mixed-method design with an online survey followed by a focus group to unpack aggregated survey data.",{"name":118,"@type":109,"acceptedAnswer":119},"What do the findings suggest about the nature and impact of student stress?",{"text":120,"@type":112},"Stressors can stack together, leaving students overwhelmed with diminished capacity to cope, which may affect wellbeing, experience, academic outcomes, and commitment to completion.","https://schema.org",{"og:url":83,"og:type":123,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":125,"canonical":83},"index,follow",{"doc_id":127,"site_id":62},588361,1792079456,{"code":4,"msg":5,"data":130},{"doc_id":127,"user_id":131,"nickname":92,"user_avatar":132,"doc_module":4,"category_id":34,"category_name":35,"doc_title":65,"doc_description":67,"doc_content":133,"file_id":134,"file_url":135,"file_type":136,"file_size":137,"view_count":8,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":138,"language":139,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":140,"faqs":141,"seo_title":142,"seo_description":67,"update_tm":143,"read_time":36},962085571259,"https://ap-avatar.wpscdn.com/davatar_29158cc5080c5b710cf443261637dec0","The Journal of Teaching and Learning for Graduate Employability  \nISSN: 1838-3815 (online) Journal Homepage: [https://ojs.deakin.edu.au/index.php/jtlge/](https://ojs.deakin.edu.au/index.php/jtlge/)  \n‘I didn't realise that it would eat my life’: Nursing students’accounts of clinical placements and the stressors associated with work-integrated learning  \nKatie Owen1, Shivann Ramaekers1, Sandra Jones1, Tia Minnoch1 and Cath Tuohy1  \nCorresponding author: Katie Owen ([Katie.Owen@whitireia.ac.nz](Katie.Owen@whitireia.ac.nz))  \n1 Te Kura Hauora, NZIST t/a Whitireia and WelTec, New Zealand.  \nAbstract  \nAn ongoing concern for higher education providers is employer feedback suggesting graduates are not ‘work-ready’: they may have knowledge and technical proficiency, but they do not always understand the applied complexities of the workplace. In any Bachelor of Nursing (BN) curriculum, the requirement for students to complete a series of clinical placements over the three (and in some jurisdictions, four) year degree is a dominant feature. Numerous studies attest to the benefits for the three main stakeholders: students, academic institutions and the healthcare provider hosting the placement, including enhanced graduate employability, strengthened personal and professional attributes, and an authentic, real-world learning experience. What has perhaps been less well explored is the issue of the stressors students face, potentially impacting on wellbeing, experience, academic outcomes and commitment to completion. This article focuses on the experiences of stress revealed in a mixed method study of final year BN students prior to graduation, which included an online survey followed by a focus group with participants who had volunteered to ‘unpack’ the aggregated survey data. Layering of multiple stressors, results in students feeling overwhelmed and with diminished capacity to cope. Student stress is multifaceted, often stemming from factors beyond institutional control, however the findings emphasise the importance of accessible, culturally responsive, pastoral and academic support throughout the students’journey. These findings will resonate with others supporting students through stress, from classroom, through placement, and into the world of work and are applicable to disciplines outside of nursing seeking tooptimise work integrated learning.  \nKeywords  \nnursing, workintegrated learning, workbased learning, clinical placements, students,  \nstress, student wellbeing  \nIntroduction: One student’s story  \nWell, I lost my first grandfather in the middle of the first year and lost my second grandfather two days after my wedding, at the start of third year. My mum’s an alcoholic, and she fell off the wagon the night before my wedding, and we were living with her atthe time – and she endangered my child. So, we had to move out really suddenly, go to my grandfather’s funeral, and move into a rental because our other house was occupied and then the rental had gang members – all around us. The unit we moved to got up to 44  \nOwen, [K. et](K. et) al. (2026) . ‘I didn’t realise that it would eat my life’: Nursing students’ accounts of clinical placements and the stressors  \nassociated with work-based learning. Journal of Teaching and Learning for Graduate Employability, 17(1), 59–74. 59  \ndegrees in my daughter’s room, and we were trying to put her to bed at night. We also had to rehome our dogs. We lived out of boxes [and] slept on the floor for two months until the tenants moved out of the house we owned, and we could move back in – in the middle of study week. And that’s how my third year of study began! It was just a lot.  \nDealing with grief and having just got married – those should have been happy times, but they were the hardest […] At the end of my second year, I had my six-month-old, my husband went and worked in the mines, flying out for eight weeks and back for two. I was solo parenting, going on clinical placements, with an infan","cbCaicjeGwhLeIPk","https://ap.wps.com/l/cbCaicjeGwhLeIPk","pdf",360239,16,"English","# Abstract\n## Introduction: One student’s story\n## Stressors in clinical placements and work-integrated learning\n## Implications for support and employability","[{\"question\":\"What problem does the article identify regarding graduate readiness for work?\",\"answer\":\"Employer feedback suggests graduates may have knowledge and technical proficiency but not always understand the applied complexities of the workplace.\"},{\"question\":\"How does the study investigate nursing students’ stress?\",\"answer\":\"It uses a mixed-method design with an online survey followed by a focus group to unpack aggregated survey data.\"},{\"question\":\"What do the findings suggest about the nature and impact of student stress?\",\"answer\":\"Stressors can stack together, leaving students overwhelmed with diminished capacity to cope, which may affect wellbeing, experience, academic outcomes, and commitment to completion.\"}]","‘I didn’t realise that it would eat my life’: Nursing students’ accounts of clinical placements and the stressors associated with work-integrated learning | PDF",1792065089]