ABSTRACT Aim The Registered Undergraduate Students of Nursing (RUSON) employment model was implemented to recruit nursing students for the purpose of assisting with care and increasing clinical exposure. This study explored experiences of RUSONS working in this capacity. Design An exploratory descriptive qualitative design was employed using semi‐structured focus group interviews. Methods Nine students working as RUSONs were interviewed. Thematic analysis was employed to uncover overarching themes. The consolidated criteria for reporting qualitative research (COREQ) were utilised to inform the study. Results Qualitative thematic analysis identified three themes: (i) A mutually beneficial relationship, (ii) Understanding a RUSON and (iii) The difference of a RUSON. Participants believed their role optimised time with patients, cemented their value as active agents in care delivery, and triggered a sense of gratefulness. The role contributed to learning, exposed students to nursing culture and enriched sense of belonging. The positive impact of being a RUSON on students' experience of increased clinical exposure was highlighted. Students' confidence in skills improved and opportunities to put theory into practise and develop their professional identity in readiness to transition to the workforce. Challenges were attributed to a lack of understanding of the role intricacies by nurses or patients. This study has implications for the promotion of future employment models similar to the RUSON model, which has the potential to enhance nursing students' learning experience, and subsequently patients and reduce the workload of registered nurses. A RUSON work model can foster a context where students can effectively transition to practise. Patient and Public Contribution Student nurses working as RUSONs contributed to this study.
Garvey et al. (Sun,) studied this question.