Supervisors’ experiences of applying the patient-oriented learning supervision model during nursing students’ clinical placements:
An interview study
DOI:
https://doi.org/10.64775/ciwil.2026.63901Keywords:
Clinical placement, Qualitative content analysis, Sociocultural perspective, Supervision model, Supervising nurses' experiences, Work-integrated learningAbstract
EU regulations mandating expanded clinical training in nursing education have intensified the demand for clinical placements and qualified supervision in Sweden, where nurse shortages are expected to persist for 15 years. The patient-oriented learning model, a work-integrated and student-centred supervision model, can enhance the educational environment during clinical practice. The aim of this study was to describe supervisors’ experiences of applying the supervision model of patient-oriented learning during nursing students’ clinical placements. This qualitative descriptive study included fifteen semi-structured interviews with supervisors, analysed using abductive qualitative content analysis. The analysis resulted in three key aspects that bridged campus-based education and clinical practice. First, engagement depended on management support, preparatory activities, and time. Second, the patient-oriented learning model encouraged structured, student-driven learning that promoted engagement and independence. Third, it fostered collaborative knowledge sharing, enhancing student preparedness and supervisory processes. Challenges included balancing structure and flexibility during busy periods, which affected the model’s use. Despite these issues, supervisors noted the model led to more organised, reflective, goal-oriented supervision, supporting professional identity, competence development, and improved student preparation for future roles. The patient-oriented learning model bridges campus and clinical practice, supporting student learning, professional development, and supervision. A key component is the binder documenting the learning process, aiding planning, reflection, and interplay between theory and practice. The model offers a structured, reflective approach benefiting supervisors and students. Organisational support and adaptation are needed to address inconsistent interpretation and limited preparation time, to support effectiveness of the model while strengthening supervisors’ competence and confidence.
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Copyright (c) 2026 Johanna Selin Månsson, Sandra Pennbrant, Jan Gustafsson Nyckel, Catrine Ekre, Anette Johnsson
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