Exploring First-Year Nursing Students’ Expectations of Support During Their First Clinical Placement: A Qualitative Study

Aim:

This study explores first-year BSc Nursing students’ expectations of support during their initial clinical placement, aiming to enhance learning experiences, address unrealistic expectations and strengthen practice-based support systems that influence confidence and engagement. The study also seeks to inform collaboration between universities and clinical partners to support the development of a competent nursing workforce.

Objectives

• To identify first-year students’ key concerns and expectations before their first placement.
• To explore expected support from link lecturers, Academic Assessors, Practice Supervisors, Practice Assessors and ward staff.
• To inform improvements in placement preparation and support systems.

Abstract

Students often face stressors at the start of their first clinical placement, including fear of mistakes, anxiety about patient safety and limited confidence due to inexperience (Suarez-Garcia et al., 2018). Understanding how students expect to be supported during this transition is crucial for developing a capable nursing workforce (Rodrigo et al., 2017). A structured and safe learning environment helps students prepare for professional standards (NMC, 2023), and supervisors, assessors and academic teams play key roles in bridging theory and practice. High-quality supervision and learning environments strongly influence competence development (Pitkänen et al., 2018).
A descriptive qualitative design was used, involving semi-structured interviews with six first-year adult nursing students before their initial placement. Data were analysed using Braun and Clarke’s (2006) thematic framework. Four themes were identified: (1)Preparedness and transition into practice, highlighting the need for induction and clarity; (2) Supportive supervision, feedback and learning opportunities, reflecting expectations for guided practice and constructive feedback; (3) Belonging, inclusivity and the practice learning environment, emphasising teamwork, cultural sensitivity and psychological safety; and (4) Motivation, professional identity and self-directed learning, capturing students’ intrinsic drive and resilience.

Findings

Structured orientation, effective communication and consistent feedback were highly valued. Students emphasised the importance of feeling included within the team and supported by approachable supervisors and responsive academics. Motivation and personal responsibility featured strongly, alongside concerns about communication challenges, cultural diversity and early confidence. The findings indicate that collaborative, inclusive and feedback-rich support systems are essential for sustaining student engagement and developing a resilient future nursing workforce.

References:

Braun, V. and Clarke, V. (2006) ‘Using thematic analysis in psychology’, Qualitative Research in Psychology, 3(2), pp. 77–101.
Nursing and Midwifery Council (NMC) (2018 & 2023) The Code: Professional standards of practice and behaviour for nurses, midwives and nursing associates. London: NMC.
Pitkänen, S., et al (2018) ‘Healthcare students’ evaluation of the clinical learning environment and supervision, Nurse Education Today, 62, pp. 143–149.
Rodrigo, O., Caïs, J., Monforte-Royo, C. (2017) ‘Transfer of nurse education to universities: Nurse Educ. Today, 54, pp21–27.
Suarez-Garcia, J-M., et al. (2018) ‘Stressors for Spanish nursing students in clinical practice’, Nurse Education Today, 64, pp. 16–20.