To promote workplace learning for staff as well as students, a partnership was formed between a residential
care organisation for older people and several nursing faculties in the Netherlands. This partnership
took the form of two care innovation units; wards where qualified staff, students and nurse
teachers collaborate to integrate care, education, innovation and research. In this article, the care
innovation units as learning environments are studied from a student perspective to deepen understandings
concerning the conditions that facilitate learning.
A secondary analysis of focus groups, held with 216 nursing students over a period of five years,
revealed that students are satisfied about the units' learning potential, which is formed by various interrelated
and self-reinforcing affordances: co-constructive learning and working, challenging situations
and activities, being given responsibility and independence, and supportive and recognisable learning
structures. Time constraints had a negative impact on the units' learning potential.
It is concluded that the learning potential of the care innovation units was enhanced by realising
certain conditions, like learning structures and activities. The learning potential was also influenced,
however, by the non-controllable and dynamic interaction of various elements within the context.
Suggestions for practice and further research are offered.