Undergraduate nursing education often lacks structured exposure to specialty areas such as urology, as well as to research environments. Integrating clinical learning with research engagement enhances students’ skills, knowledge, and career readiness as well as a career pathway. This initiative explores a novel facilitation model that embeds nursing students within the Whitten Centre to foster integrated learning in both clinical and research domains. The aim was to evaluate the impact of a structured facilitation program for undergraduate nursing students focusing on skill development, research literacy, and professional growth.

A cohort of final-year undergraduate nursing students from a large tertiary institution participated in a 6–8 week placement at Whitten Centre. The program included clinical shadowing, participation in patient care (with appropriate supervision), involvement in research activities such as data collection and literature reviews, mentorship by experienced nurse and surgeons. Qualitative feedback was gathered through semi-structured interviews, while self-assessment surveys measured growth in research competency and confidence in urological care.

Preliminary findings indicate significant improvements in students’ understanding of urological conditions, confidence in patient interactions, and appreciation of research as integral to clinical practice. Students reported enhanced critical thinking, better understanding of evidence-based care, and greater interest in urology as a speciality.

Embedding nursing students within Whitten Centre has provided a valuable dual exposure to speciality clinical care and active research. This model promotes a deeper integration of theory and practice and prepares students for the evolving demands of modern nursing roles. This initiative could be replicated in other speciality areas to enrich undergraduate nursing education as well as consider Urology as a nursing speciality to embark upon.