The learning environment and supportive supervision promote learning and are based on the relationship between students and supervisors - A qualitative study.

Abstract

During clinical education, teaching and supervision are essential. Teaching is a process intended to facilitate students learning, and to lead and support the students in discovering knowledge by themselves. But, the understanding of learning is not only to understand the students learning process but also to understand conditions that influence that process. Therefore the aim of this study was to identify what factors support students learning in the ambulance service from both the students and supervisors perspectives. An inductive qualitative study design with four group interviews and content analysis was used. One main theme was identified including the sub-themes; reflection in practice, preparations for clinical education, motivation to learn, mutual trust in students abilities and contextual factors supporting learning Conclusion: Reflection, preparations, motivation, trust, sense of belonging in a community and the context are essential factors supporting undergraduate nursing students learning. However, supervisors sometimes had a hard time reflecting, teaching and supporting learning about care and caring science. The lack of knowledge and/or interest about caring science among supervisors needs to be addressed in the ambulance service otherwise it will be difficult to support undergraduate nursing students learning about caring skills.