The care setting presents an environment of competing demands. Julie McGarry and colleagues’ study shows how the values students learn in the classroom can be eroded when they are on the front line of care

Aim This study aimed to explore nursing students’ experiences of caring for older people in practice and to examine the factors that affected their perceptions of working with these patients.

Method A qualitative research design was used and data were collected by focus groups.

Findings Participants entered clinical placements early in their course with clear caring values, which formed a central part of their decision to enter nursing. However, early encounters and observations in the practice setting challenged these ideals.

Conclusion Positive learning environments should be developed that enable students to retain clear caring values and to realise the potential of caring practice while reconciling its demands.