Mixed-methods analysis shows positive effects of the ACE model on nursing students’ satisfaction and transition to practice, suggesting valuable workforce development implications.
Background: Innovative strategies are needed to address the nursing shortage and enhance students’ transition into practice. Purpose: This study examined nursing students’ satisfaction, perceived support, and transition-to-practice experiences within the Academy of Clinical Essentials (ACE) model, an innovative academic-practice partnership. Methods: A convergent parallel mixed-methods design was used. Students completed a quantitative survey and participated in focus groups. Survey responses were compared to students in traditional clinical groups. Thematic analysis was used to analyze qualitative data. Results: ACE students reported higher satisfaction and perceived support than traditional students. Five qualitative themes were identified: individualized learning, consistency fostering trust, mixed impact of extra time, opportunities to improve, and role assimilation. Many ACE students accepted employment at the clinical site postgraduation. Conclusions: The ACE model supports student transition to practice and workforce development, particularly in rural areas. Findings underscore the value of immersive clinical education models.
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Brennan et al. (2025) studied this question.
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