Clinical supervision

Background: the clinical training of nursing students is a crucial setting for the integration of knowledge and the development of professional competencies. Clinical supervision plays a decisive role in this process, making it essential to understand students’ experiences and the difficulties that influence the quality of their learning. Objectives: to analyse the supervision model used in clinical placements; to identify the difficulties perceived by students in the clinical context; and to describe the benefits attributed to supervision in the development of competencies. Methodology: a qualitative phenomenological study involving nine nursing students. Data were collected through an online focus group and subjected to inductive content analysis. Results: four dimensions of clinical supervision emerged: the supervision model in the clinical context; difficulties perceived by students; benefits of supervision in competency development; and suggestions for improving the supervision process. Conclusion: clinical placements remain a privileged learning environment but require reinforced attention regarding the difficulties identified by students. The findings offer relevant contributions for improving supervisory practices and present practical implications that may support the development of more consistent training processes aligned with the real needs of nursing education .

• Publication year

  1996

• Venue

  Becoming an Effective Counselor

• Publication date

  1996-03-01

• Fields of study

  Not labeled

• Identifiers
  DOI 10.4324/9780429482373-7
• External record

  Open on Semantic Scholar

• Source metadata

  Semantic Scholar

• No claims are published for this paper.

• No concepts are published for this paper.

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