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Abstract：
BACKGROUND: Placements in voluntary and community sector (VCS) organisations have long played an important part in student nurses\' education in several countries. New standards for nurse education published by the Nursing and Midwifery Council in the United Kingdom include significant changes to practice supervision arrangements that enable students to spend more time in VCS organisations.
OBJECTIVE: To assess nursing leaders\' views on the role of the VCS in nursing education and benefits of VCS placements for students and organisations.
METHODS: Qualitative interview study.
METHODS: Twenty-four nursing leaders from academic (n=15), practice (n=4) and regulatory (n=5) sectors.
METHODS: Semi-structured interviews were conducted face-to-face (n=21), by telephone (n=2) or Skype (n=1). Interviews were transcribed and analysed, using interview questions as structural themes, followed by inductive thematic analysis.
RESULTS: Nursing leaders identified three key roles for the VCS in nursing education: (1) determining knowledge needs; (2) developing curricula; (3) providing placements. Five key benefits of VCS placements for students were shared: (1) understanding the contribution of the VCS to care; (2) seeing the context and complexity of people\'s lives; (3) challenging attitudes and perceptions; (4) gaining confidence, knowledge and skills; and (5) supporting career decisions. Three benefits for VCS organisations were found: (1) cross-pollinating knowledge, skills and networks; (2) changing organisational cultures; (3) promoting careers in the VCS.
CONCLUSIONS: Changes to practice supervision models enabling closer relationships with the VCS were welcomed. Nursing leaders thought that VCS placements had potential to cross-pollinate ideas and harness the role of student nurses as knowledge brokers in increasingly integrated health and social care systems. Nurse educators should embrace opportunities offered through collaboration with the VCS for student learning and deeper partnerships across health and social care settings to enable students to gain deeper insight into the context and complexity of people\'s lives.
OBJECTIVE: To assess nursing leaders\' views on the role of the VCS in nursing education and benefits of VCS placements for students and organisations.
METHODS: Qualitative interview study.
METHODS: Twenty-four nursing leaders from academic (n=15), practice (n=4) and regulatory (n=5) sectors.
METHODS: Semi-structured interviews were conducted face-to-face (n=21), by telephone (n=2) or Skype (n=1). Interviews were transcribed and analysed, using interview questions as structural themes, followed by inductive thematic analysis.
RESULTS: Nursing leaders identified three key roles for the VCS in nursing education: (1) determining knowledge needs; (2) developing curricula; (3) providing placements. Five key benefits of VCS placements for students were shared: (1) understanding the contribution of the VCS to care; (2) seeing the context and complexity of people\'s lives; (3) challenging attitudes and perceptions; (4) gaining confidence, knowledge and skills; and (5) supporting career decisions. Three benefits for VCS organisations were found: (1) cross-pollinating knowledge, skills and networks; (2) changing organisational cultures; (3) promoting careers in the VCS.
CONCLUSIONS: Changes to practice supervision models enabling closer relationships with the VCS were welcomed. Nursing leaders thought that VCS placements had potential to cross-pollinate ideas and harness the role of student nurses as knowledge brokers in increasingly integrated health and social care systems. Nurse educators should embrace opportunities offered through collaboration with the VCS for student learning and deeper partnerships across health and social care settings to enable students to gain deeper insight into the context and complexity of people\'s lives.
摘要：
背景：志愿和社区部门（VCS）组织的安置长期以来在几个国家的学生护士教育中发挥了重要作用。英国护理和助产理事会发布的护士教育新标准包括对实践监督安排的重大改变，使学生能够在VCS组织中花费更多时间。
目的：评估护理领导者对VCS在护理教育中的作用以及VCS对学生和组织的益处的看法。
方法：定性访谈研究。
方法：来自学术界的24位护理领导者（n=15），实践(n=4)和监管(n=5)部门。
方法：面对面进行半结构化访谈（n=21），通过电话（n=2）或Skype（n=1）。访谈被转录和分析，使用面试问题作为结构性主题，其次是归纳主题分析。
结果：护理领导者确定了VCS在护理教育中的三个关键作用：（1）确定知识需求；（2）开发课程；（3）提供安置。分享了VCS实习对学生的五个主要好处：（1）了解VCS对护理的贡献；（2）了解人们生活的背景和复杂性；（3）具有挑战性的态度和看法；（4）获得信心，知识和技能；(5)支持职业决策。发现了VCS组织的三个好处：(1)异花授粉知识，技能和网络；(2)不断变化的组织文化；(3)促进VCS的职业生涯。
结论：对实践监督模型的更改，使与VCS的关系更加紧密，受到欢迎。护理领导者认为，VCS实习有可能交叉授粉思想，并利用学生护士在日益一体化的健康和社会护理系统中作为知识经纪人的角色。护士教育工作者应该接受通过与VCS合作为学生学习提供的机会，以及在健康和社会护理环境中建立更深层次的伙伴关系，使学生能够更深入地了解人们生活的背景和复杂性。
目的：评估护理领导者对VCS在护理教育中的作用以及VCS对学生和组织的益处的看法。
方法：定性访谈研究。
方法：来自学术界的24位护理领导者（n=15），实践(n=4)和监管(n=5)部门。
方法：面对面进行半结构化访谈（n=21），通过电话（n=2）或Skype（n=1）。访谈被转录和分析，使用面试问题作为结构性主题，其次是归纳主题分析。
结果：护理领导者确定了VCS在护理教育中的三个关键作用：（1）确定知识需求；（2）开发课程；（3）提供安置。分享了VCS实习对学生的五个主要好处：（1）了解VCS对护理的贡献；（2）了解人们生活的背景和复杂性；（3）具有挑战性的态度和看法；（4）获得信心，知识和技能；(5)支持职业决策。发现了VCS组织的三个好处：(1)异花授粉知识，技能和网络；(2)不断变化的组织文化；(3)促进VCS的职业生涯。
结论：对实践监督模型的更改，使与VCS的关系更加紧密，受到欢迎。护理领导者认为，VCS实习有可能交叉授粉思想，并利用学生护士在日益一体化的健康和社会护理系统中作为知识经纪人的角色。护士教育工作者应该接受通过与VCS合作为学生学习提供的机会，以及在健康和社会护理环境中建立更深层次的伙伴关系，使学生能够更深入地了解人们生活的背景和复杂性。
