Supervision in Nursing Clinical Teaching: Undergraduated Nursing Students’ Perspective

Abstract

Introduction: this study addresses supervision in nursing clinical teaching from the perspective of third- and fourth-year undergraduate nursing students. Objective: to identify the different contributions of clinical supervision to the learning process of third- and fourth-year undergraduate nursing students. Methodology: this is a quanti-qualitative, cross-sectional and descriptive study. A self-completion survey was applied in May 2023 to a non-probabilistic sample of 22 nursing students. Results: 81.8% of the students were not accompanied by a nurse with training in Clinical Supervision; 59% of the respondents reported that the services where they had internship had a specific program for student integration and, in 55%, a clinical supervisor was not available. Of the respondents, 86% consider that the clinical supervisor is prepared to develop their role and consider the follow-up sufficient; 41% do not agree or slightly agree that their learning "pace" was respected by the clinical supervisor and 59% agree that they were inhibited during care with the presence of the supervisor; 73% reported that the clinical supervisor was concerned with creating a good “work climate” and showed satisfaction with the follow-up provided by the supervisor. Conclusion: the results show that the contexts of clinical practice influence the success of the learning process, and that the clinical supervisor is the pivot of this process. The instrumental, relational and emotional competencies of clinical supervisors generate a healthy, motivational and collaborative learning climate.