Navigating clinical placements: Understanding the experiences and support needs of nursing and midwifery students with faith-based cultural obligations at UTS

Bringing hidden experiences to light 

The project used a mixed-method research design that combined an online survey with in-depth interviews. Sixty-four nursing and midwifery students participated in the survey and six students took part in follow-up interviews.  

The findings highlight the extent to which faith can influence students' placement experiences. 

More than 41 per cent of students reported that faith-related practices affected their clinical placements, while 40 per cent said they experienced challenges associated with managing their faith obligations during placement. Yet only 22 per cent reported receiving meaningful support. Students most frequently identified flexible scheduling, staff awareness training and clearer institutional policies as the changes most likely to improve their placement experiences. 

Students described a wide range of experiences. Some struggled to find appropriate opportunities to pray during busy placement schedules. Others spoke about the physical and emotional demands of fasting while undertaking clinical duties. Some participants experienced discomfort when their religious values appeared to conflict with workplace expectations or encountered environments they felt lacked cultural sensitivity.  

The interviews revealed three recurring themes: challenges related to religious practices, ; challenges linked to personal religious values and a lack of culturally sensitive learning environments.  

What surprised the research team was how often students managed these issues alone. 

Rather than seeking support, many students adjusted their routines, made personal compromises or simply remained silent about their experiences. The research suggested that faith is not simply a private belief system for many students but an important part of their identity, wellbeing and sense of belonging.  

From silence to conversation 

One of the most significant outcomes of the project was creating a space where students felt able to talk openly about challenges that had often gone unspoken. 

Many participants reported that taking part in the study helped them feel heard and validated. For some, it was their first opportunity to discuss the ways faith influenced their placement experience.  

The project team identified this shift from silence to dialogue as the most meaningful change arising from the research. By acknowledging faith-related concerns as legitimate student experiences, the project has helped start broader conversations about inclusion, support and equity within professional education.  

Importantly, the findings have moved the discussion beyond anecdotal stories and provided evidence that can inform future policy and practice. The research represents the first systematic investigation at UTS into how faith-based obligations affect clinical placement experiences and is among the first studies of its kind within Australian nursing education.  

Building practical solutions 

The project is already informing the development of practical resources designed to improve support for students. 

The research team is currently finalising a student support toolkit and a best-practice guide for staff and placement coordinators. These resources aim to increase awareness of faith-related considerations, improve communication between students and placement providers, and help create more inclusive placement environments.  

The project has also prompted discussions about recognising faith as a meaningful dimension of diversity within broader institutional approaches to equity and inclusion. Proposed future work includes exploring faith-related indicators within the UTS Social Impact Dashboard and expanding the research across other disciplines where professional training requirements may intersect with faith obligations. 

While the project focused on nursing and midwifery students, its implications extend beyond healthcare education. 

Students undertaking practicums, work-integrated learning or professional placements in fields such as education, business and STEM may face similar challenges. By generating evidence and developing practical tools, the project provides a foundation for building more inclusive learning environments across the university.  

“The research highlights an important message: creating equitable educational experiences requires recognising the full diversity of student identities. For students with faith-based obligations, feeling seen, heard and supported can make a meaningful difference to both their wellbeing and their success.” said Dr Chutiyami.  

With thanks to:

UTS contributors/partners:
Lucy Rosenberg (Manager, Clinical Liaison) 
Dr Shirley Qiu (Lecturer)