| Sumario: | Work-Integrated Learning (WIL) is increasingly recognised as a vital strategy for preparing nursing graduates for complex clinical environments. In specialist areas, such as stoma care, embedding practising Stomal Therapy Nurses (STNs) into undergraduate education offers unique opportunities to enhance clinical competence, professional identity and person-centred care. This project describes and evaluates the integration of STNs into a structured WIL programme for final-year nursing students at an Australian university, focusing on stoma care education. Specialist STNs co-designed and co-facilitated on-campus WIL activities, integrating simulation and consumer (ostomate) involvement within an advanced wound care unit. Quantitative pre-post measures and skill performance ratings were collected from students and STNs. Statistically significant improvements were observed in student self-reported confidence and competence following the intervention, and STN ratings of student competence closely aligned with student self-ratings. These outcomes demonstrate the value of authentic clinical expertise and consumer involvement in WIL, supporting both clinical skill development and workforce sustainability.
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