To effectively reduce the theory-practice gap and transform clinical encounters into professional competence, nursing curricula must strategically incorporate structured mentorship, regular reflective practices, and robust emotional support systems to create optimized, safer clinical learning environments.
Abstract
Background
During clinical practice, nursing students interact with healthcare professionals, clinical instructors, patients, and families, creating a complex experience that prepares them for their professional lives. This complexity may also lead to negative learning experiences; therefore, it is crucial to understand how students perceive the clinical environment. The purpose of this study was to determine nursing students' experiences of transferring classroom learning into clinical practice.
Methods
This descriptive phenomenological study was conducted with 40 s-year nursing students over a 14-week period during the 2019-2020 academic year using an online diary form. The inclusion criterion was taking the "Surgical Diseases Nursing" course for the first time. Data were analyzed using Colaizzi's seven-stage method.
Results
Students experienced both positive and negative emotional reactions during clinical practice. Practical skills were developed by observing healthcare professionals and integrating theoretical knowledge with clinical practice. The sense of belonging was reinforced when students applied their knowledge while participating in patient care. Structured around four major themes-emotionality, embodied practice, professional identity, and the clinical collective-the findings revealed that learning transfer is a transformative process of 'embodied knowing,' shaped by emotional intensity and interpersonal interactions. Nursing students' participation, professional belonging, and motivation were increased by positive interactions with healthcare professionals, patients, and peers.
Conclusions
The results explain how the gap between theoretical and clinical education can be addressed through the lens of experiential learning. To effectively reduce the theory-practice gap and transform clinical encounters into professional competence, nursing curricula must strategically incorporate structured mentorship, regular reflective practices, and robust emotional support systems. These findings provide a practical framework for nursing professors, clinical instructors, and healthcare professionals to create optimized, safer clinical learning environments.
The study highlights the importance of structured orientation, mentoring, and continuous faculty development programs to support novice clinical instructors and strengthen nursing education.
Mariel Gementiza, J. J. Dela Merced· International Journal of Nur...· 0 citations
The first day of clinical placement is a critical milestone in nursing education, marking the transition from classroom-based learning to real-world patient nursing care. For first-year nursing students, this initial exposure to the clinical environment is often emotionally intense and plays a significant role in shaping adaptation to clinical practice, professional identity formation, and perceptions of nursing. Understanding these early experiences is essential for strengthening clinical teaching strategies and improving student transition into practice. This study aimed to explore and describe the experiences of first-year nursing students from the University of Kabianga and Great Lakes University of Kisumu during their first day of clinical placement. A qualitative descriptive design informed by descriptive phenomenology was adopted to capture the lived experiences of the students. The study was conducted among 15 first-year nursing students, comprising eight from the University of Kabianga and seven from Great Lakes University of Kisumu. Participants were purposively selected after completing their first clinical placement experience. Data were collected through face-to-face semi-structured interviews guided by open-ended questions. Each interview lasted between 30–45 minutes, was audio-recorded with consent, and transcribed verbatim. Data were analysed using inductive thematic analysis following six-step framework of Braun and Clarke. Data collection continued until saturation was achieved. Trustworthiness was ensured through credibility, dependability, confirmability, and transferability strategies, including member checking, audit trails, and reflexivity. Six themes emerged: mixed emotional reactions, fear of the unknown, reality shock, importance of clinical support, learning through observation, and development of professional identity alongside communication challenges. Students reported excitement, pride, anxiety, and nervousness as they entered the clinical environment for the very first time. These emotions were influenced by uncertainty, unfamiliarity with clinical routines, and perceived lack of competence. A clear gap between theoretical learning and clinical reality was evident, characterized by busy wards, high patient loads, limited resources, and exposure to critically ill patients, leading to reality shock. Despite these challenges, clinical support from instructors, ward nurses, and peers played a key role in reducing anxiety and facilitating adaptation. Observation was the main learning strategy, enabling students to connect theory with practice while gradually building confidence.
The study concludes that the first day of clinical placement is a transformative yet emotionally complex experience that significantly influences early professional development. Strengthening structured orientation, mentorship, and supportive clinical environments is essential to improve student confidence, competence, and transition into clinical practice.
Agnes Chepkirui, Eric Kibai, T. Ng’ambwa· International journal of res...· 0 citations
Clinical practice is essential for student nurse anesthetists to integrate theory with practical skills; however, the demanding clinical environment can impact both stress and learning outcomes. Responsibilities and expectations differ across healthcare systems, and research in the Swedish context remains limited. Addressing this gap is essential for understanding how clinical practice contributes to the development of professional readiness and competence. This study, therefore, aimed to describe the learning experiences of students and newly graduated nurse anesthetists, with a focus on the clinical learning environment and the stress it entails. A convergent parallel mixed-methods design was used. In the quantitative strand, student nurse anesthetists were recruited using convenience sampling to complete a web-based survey that included the two instruments, “Clinical Learning Environment Supervision and Nurse Teacher evaluation scale” and “Perceived Stress Scale” (with 10 items). Data were analyzed with descriptive statistics, while free-text answers were analyzed using summative content analysis and word frequencies. In the qualitative strand, newly graduated nurse anesthetists were recruited using purposive sampling to participate in individual semi-structured interviews. Data were analyzed with content analysis. After separate analysis, the pillar integration process was used to integrate quantitative and qualitative data. The analysis included data from 63 surveys (63/225, 28%) and 13 interviews. The integration of data from both strands yielded two divergent themes, “An unfamiliar but supportive learning environment” and “Experience of stress,” and two convergent themes, “Supervisors, a facilitator to learning” and “Dynamic learning situations.” Despite the challenges of adapting to new knowledge contexts, participants reported high satisfaction with the clinical learning environment, as shown by elevated scores in the Clinical Learning Environment Supervision and Nurse Teacher evaluation scale. Clinical supervisors played a pivotal role in supporting learning, and the environment’s pedagogical flexibility enabled both individual and collaborative approaches. Although stress levels varied, the average Perceived Stress Scale score remained low.
Jakob Hedlund, K. Blomberg, Hans Hjelmqvist et al.· BMC Medical Education· 0 citations
Simulation-based learning is widely used to prepare nursing students for therapeutic communication, but transfer is often treated as if students acquire decontextualized skills in the laboratory and then apply them in clinical practice. This qualitative descriptive study explored how undergraduate nursing students experienced the transition from communicating with simulated patients to communicating with real patients during early clinical practice. Fifteen third-year Bachelor of Science in Nursing students in the United Arab Emirates who had completed the required Adult Health Nursing I simulation component and an initial medical-surgical clinical rotation participated in three face-to-face focus groups. Data were analyzed inductively using reflexive thematic analysis. The overarching interpretation was that students moved from prepared encounters in simulation to situated responsiveness in clinical practice. Three themes explained this shift: encountering unplanned patient agency, becoming accountable for one’s response, and communicating within institutional opacity. Simulation supported foundational communication practices but did not fully reproduce the emotional, relational, cultural, and organizational conditions of real patient communication. Findings suggest that simulation-to-practice transfer should be supported through progressively complex patient portrayals, explicit orientation to communication boundaries and workflows, and structured post-clinical reflection.
Israa A. M. Abuijlan, F. M. Ibrahim, Eman Abdelaziz Rashad Dabou et al.· Global Qualitative Nursing R...· 0 citations
Early clinical placements are a crucial stage in undergraduate medical education, helping students integrate theoretical knowledge with clinical practice while developing confidence and professional identity. This mixed-methods cross-sectional study explored the experiences of 32 third-year medical students at Brunel Medical School during their first clinical placements across five NHS Trusts. Data were collected using an online questionnaire with Likert-scale and open-ended questions and analysed using descriptive statistics and thematic analysis.Most students perceived the clinical environment as welcoming (94%) and supportive (88%), with 78% reporting that clinicians’ teaching enhanced learning. Although students initially experienced uncertainty, a steep learning curve, and challenges balancing academic and clinical responsibilities, these experiences promoted independence and self-directed learning. Early clinical exposure increased confidence in patient interactions (88%), strengthened professional identity (94%), and improved the application of theoretical knowledge to practice (88%). Qualitative findings highlighted the value of supportive supervision, constructive feedback, authentic patient encounters, and an inclusive learning environment. Students recommended more simulation-based training, structured bedside teaching, consistent feedback, better integration of academic and clinical learning, and formal mentorship. Overall, supportive and well-structured early clinical placements are essential for preparing medical students for clinical practice.
Gauravv Anand, Ruchi Anand· Indian Journal of Pharmaceut...· 0 citations
The study underscores the importance of aligning theoretical instruction with clinical practice through stronger supervision, availability of clinical materials, and improved collaboration between training schools and clinical sites to enhance student competence and contribute to quality nursing care in Zambia.
Sarah Banda, Lonia Mwape, C. Ngoma· Texila international journal...· 0 citations
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