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Recent Australian research highlights that graduating nursing students feel underprepared for graduate practice and cite clinical preparation as one of the primary deficits (Milton-Wildey et al, 2014; Watt & Pascoe, 2012). Buchanan et al confirm in a recent Australian clinical education scoping study that there is" little information on the detail of what clinical placements are actually like"(2014, p. 10). Our project addressed the lack of a consistent learning process supporting clinical skill development across 221 different clinical learning spaces (clinical laboratories, simulation suites and industry clinical placements) within the clinical nursing programs at USC. Continuity of the learning processes deployed across the different learning spaces is the underpinning element necessary for a quality learning experience. This also ensures that students are provided with equitable learning opportunities. Conversely, inconsistencies may detract from the experience. The aim of our project was to develop a generic learning process which would: 1) provide consistency in the learning approach used across all learning spaces, irrespective of the location of the space; 2) improve students' preparedness for clinically related courses; 3) enable flexibility in the facilitation models, and 4) support collaborative partnerships to enable growth in clinical placement hours. The product from our project is the Check-in and Check-out (CICO) process. The CICO process supports high quality, engaging and relevant education in clinical practice spaces. The CICO process focuses on collaborative learning spaces where students engage as partners in their nursing laboratories …