Akademik Veri Yönetim Sistemi
BMJ Open, cilt.16, sa.5, 2026 (SCI-Expanded, Scopus)
Aim: This study aimed to explore, in depth, the challenges nursing students encounter during clinical practice, the emotions they experience and coping strategies they use to manage these challenges. Background: Clinical practice is a critical component of nursing education, enabling students to integrate theoretical knowledge into practice. However, factors such as limited instructor support, inadequate laboratory preparation and the demands of clinical environments may negatively affect students’ learning experiences. Design: A qualitative study using reflexive thematic analysis. Methods: The study was conducted at Ağrı İbrahim Çeçen University between April and July 2025. 18 nursing students with clinical practice experience participated in semi-structured, face-to-face interviews. Data were analysed using Braun and Clarke’s reflexive thematic analysis, supported by MAXQDA qualitative data analysis software. Data collection and analysis proceeded iteratively until sufficient depth and richness of data were achieved. Reflexive discussions were conducted throughout the analysis process to enhance analytical rigour. Results: Two main themes and five subthemes were identified, including challenges and emotional experiences, causes of difficulties, coping strategies and recommendations. Students reported issues such as insufficient instructor support, large clinical groups, limited psychomotor skills and perceived ‘intern bias’. Emotional responses included feelings of inadequacy, low motivation and fear of making mistakes. Coping strategies involved peer support, self-affirmation and seeking guidance from clinical nurses. Participants recommended increasing instructor availability, expanding simulation-based training and strengthening mentoring systems. Conclusions: The findings suggest that strengthening supportive instructional approaches, structured clinical environments and enhanced simulation opportunities may be important in nursing education. These findings may inform educators and clinical mentors in developing more supportive and effective clinical learning environments.