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Background Clinical placements are a mandatory learning resource for all nursing students enrolled in the Bachelor of Nursing program through Australian Universities (Courtney-Pratt et al., 2012; Henderson et al., 2012; Needham et al., 2016). Nursing students learn through the support, guidance, and supervision of registered and enrolled nurses employed to work within the clinical placement setting and clinical facilitators provided by the universities (Courtney-Pratt et al., 2012; Happell et al., 2015). Clinical placements allow nursing students to consolidate their knowledge, familiarise themselves with the clinical placement setting, and develop competencies beyond what can be offered solely in the theoretical learning environment. To date, there has been little research conducted on the social context (clinical placement) or the provision of structure (clinical facilitator) regarding their influence on the motivation and professional learning of nursing students. To examine the soc

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