Critical thinking, teaching satisfaction, and clinical placement readiness among undergraduate nursing and midwifery nursing students in Block model learning

• Block model is an alternative higher education delivery suitable for working and mature students. • Positive findings on critical thinking development and satisfaction with teaching and learning. • The suitability of block learning model for courses that also require clinical skills and placement. Since the introduction of VU Block model® in 2018, student outcomes have improved. Clinical placement hours are essential for Nursing and Midwifery Board of Australia registration. Critical thinking skills are key for successful placement completion. To assess the association between Victoria University (VU) Block model® and critical thinking on undergraduate nursing and midwifery students’ by evaluating students’ perception of their critical thinking-related capacity. A quantitative, cross-sectional descriptive design was employed, guided by the consensus-based checklist for reporting of survey studies. 800 Bachelor of Nursing or Bachelor of Midwifery and Nursing students were invited to participate. 119 students consented to participate, with 82% providing meaningful responses. The participants average age was 27 years, 71% identifying as female and 63% enrolled domestically. No statistically significant associations were found with age (R2 0.350, p = 0.645) or student enrolment category-domestic/international (R2 0.364, p = 0.965). Significant associations were observed with gender (R2 0.501, p = 0.050) and professional experience practice completion (R2 0.517, p = 0.039). Critical thinking was influenced by students’ gender and frequency of exposure to professional experience practice.