Aug 2026· International Journal of Nursing, Healthcare and Hospital Administration· Vol 1· 0 citations
TL;DR
The study highlights the importance of structured orientation, mentoring, and continuous faculty development programs to support novice clinical instructors and strengthen nursing education.
Abstract
The transition from clinical nursing practice to academic teaching presents significant professional and personal challenges for novice clinical instructors. This study explored the lived experiences of novice clinical instructors transitioning to academic teaching in a selected private nursing school in Tagum City. A qualitative descriptive phenomenological design was employed involving nine novice clinical instructors with less than three years of teaching experience who were purposively selected. Data were collected through semi-structured, in-depth interviews and analyzed using Colaizzi's phenomenological method. Four major themes emerged: (1) Challenges in Transitioning from Clinical Practice to Academia, (2) Adjusting to New Responsibilities and Developing Teaching Competence, (3) Development of Professional Identity and Fulfillment, and (4) Evolving Perception of Being a Clinical Instructor. Participants initially struggled with role transition, teaching responsibilities, communication, technology use, and student supervision but gradually developed competence through mentoring, continuous learning, and reflective practice. As the study was conducted at a single private nursing school, the findings may not be generalizable to other settings. The study highlights the importance of structured orientation, mentoring, and continuous faculty development programs to support novice clinical instructors and strengthen nursing education.
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.
Sevim Akbal, H. Bozdemir, Meltem Yıldırım· BMC Nursing· 0 citations
Changes and transformations in the field of technology significantly affect nursing education. Nursing students are expected to actively engage with a variety of advanced technological tools throughout their education to develop technological competence. This exploratory qualitative study aimed to explore nursing students' experiences and perspectives regarding collaborative technology-based assignments included in the "technology use in nursing" course, as well as their perceived contributions to personal and academic development. The study was conducted with 22 nursing students selected using purposive sampling. The findings revealed 3 main themes reflecting students' experiences: "Personal and academic development through technology-supported learning," "Enhanced awareness and integration of technology into nursing education and practice," and "Opportunities and challenges of AI use." In addition, a total of 10 subthemes were identified. Participants perceived that collaborative technology-based assignments supported their active engagement, experiential learning, technological awareness, and personal and academic development.
This qualitative study explored first-year nursing students’ perceptions and challenges related to the use of role-play as a teaching strategy for enhancing therapeutic communication skills at the School of Nursing, Maldives National University. A phenomenological design was employed, and data were collected through two focus group discussions involving 13 first-year nursing students enrolled in the Bachelor of Nursing and Advanced Diploma in Nursing programmes. Data was analysed using Colaizzi’s phenomenological approach. Three themes emerged: experiences of role-play in enhancing communication skills, perceived improvements in therapeutic communication competencies, and challenges associated with role-play activities. Participants reported that role-play provided an engaging learning experience, increased confidence, and supported the application of theoretical knowledge to simulated clinical situations. Improvements in language competency and management of patient interactions were also noted, alongside the value of constructive educator feedback. Challenges included language barriers, anxiety, and self-consciousness during performance. Overall, role-play was perceived as an effective pedagogical strategy for developing therapeutic communication skills among first-year nursing students. Addressing identified challenges through supportive learning environments and structured assessment approaches may further enhance its effectiveness in nursing education.
Mariyam Hudha· The Maldives National Journa...· 0 citations
PROBLEM
Pediatric clinical practice is essential in nursing education, enabling students to apply theoretical knowledge in child- and family-centered care. However, pediatric settings involve distinct emotional, communicative, and organizational challenges that may influence students' learning and professional development.
OBJECTIVE
To systematically map and synthesize qualitative and phenomenological research examining nursing students' experiences in pediatric clinical practice settings.
ELIGIBILITY CRITERIA
Qualitative studies published in English between 2020 and 2025 that explored nursing students' experiences in pediatric clinical practice settings and were available in full text.
SAMPLE
Web of Science, PubMed, CINAHL, and Scopus databases were searched. Nine qualitative studies met the inclusion criteria and were included in the review.
RESULTS
Five main themes were identified: communication and relationship building; learning and professional development, collaboration with families and cultural sensitivity; psychological challenges and emotional burden; and institutional and organizational factors. Students commonly reported anxiety and low self-confidence during the early stages of pediatric clinical practice. While collaboration with families supported learning, emotional burden, and task-oriented clinical cultures were perceived as barriers.
CONCLUSION
Communication with the child emerged as a core component of pediatric clinical practice experiences. Exposure to emotionally challenging situations, such as severe illness or death, may negatively affect students' emotional well-being. Although pediatric clinical practice contributes to professional development, additional structured support is needed.
IMPLICATION
Educational strategies focusing on child- and family-centered communication, emotional support, and reflective learning are essential. Simulation-based training and mentorship may enhance nursing students' confidence and self-efficacy in pediatric clinical settings.
Merve Oral, Tutku Kırcı Temiz, H. Boztepe· Journal of pediatric nursing· 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
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
