Nursing students' appreciation of clinical supervision during work-integrated learning

Effective clinical supervision in learning-conducive environments is required to enhance students' work-integrated learning. Conversely, ineffective clinical supervision can jeopardise students' learning and skills development.

The aim of the study was to explore and describe the aspects of clinical supervision during work-integrated learning that students of a designated nursing education institution appreciated.

The study was conducted at an institution in South Africa that offered a 3-year diploma programme in nursing science. The students took part in work-integrated learning at five public hospitals and 20 clinics.

Descriptive qualitative research with an appreciative inquiry approach was done. Second and third-year students were purposively selected and took part in four focus group discussions. Data saturation determined the sample size of 45 participants. The 5-D Appreciative Inquiry Model applied.

The participants appreciated opportunities to learn how to integrate theory in practice under the supervision of professional nurses in learning-conducive clinical environments and enabling relationships with facilitators and lecturers. They wished for ongoing cooperation between the institutions involved to ensure well-resourced facilities and manuals for standardised nursing procedures.

Nursing students require clinical supervision to benefit optimally from work-integrated learning. The supervision should be provided by hospital and clinic staff, as well as clinical facilitators and lecturers in learning-conducive environments created through cooperation between the institutions involved in the students' training.

The research findings indicate the support that students require to use learning opportunities to become clinically skilled in integrating theory and practice.