Experiences of nursing students regarding supervision from registered nurses on clinical learning experiences in medical wards at hospital A, Namibia

Abstract

Research objectives: The research objectives of this study were to explore the experiences of nursing students regarding the supervision of their clinical learning and to describe the method used in supervising the student nurses in medical wards at Hospital A, Namibia. Methodology: This phenomenological study adopted an interpretivist and constructivist paradigm. In terms of the research design, the study employed a qualitative research approach using an exploratory descriptive design. Convenience sampling was used to select 16 nursing students from the medical wards of Hospital A to participate in semi-structured interviews. Using an interview guide, data were collected from willing participants after they had signed an informed consent. The data collected was analyzed using thematic analysis to identify key themes related to the students’ experiences with clinical supervision. Results: The study revealed that nursing students' clinical learning experiences were shaped by both supportive and challenging supervisory practices. The positive experiences included consistent mentorship, constructive feedback, and opportunities to apply theoretical knowledge, which enhanced students' confidence and skill development. However, challenges, such as inadequate orientation, poor communication, and inconsistent supervision often due to staff shortages, limited learning opportunities. Additionally, while supervision methods like demonstrations and case-based learning encouraged critical thinking and independence, inconsistencies and delays in feedback highlighted the need for structured, timely, and well-guided supervision strategies. Conclusion and implications: The study concludes that while positive supervision practices significantly enhance students’ clinical learning experiences, inconsistent supervision undermines the effectiveness of the learning environment. The study recommends that the hospital implement standardized and structured orientation programs, ensure consistent and timely evaluation and feedback, address supervisor workload issues through additional staffing or designated teaching times, and promote a culture of professionalism and respect within the clinical setting.