Clinical teaching preferences of undergraduate nursing interns in China: a descriptive qualitative study

Undergraduate nursing interns are becoming an increasingly vital component of the nursing workforce in China and beyond, presenting new challenges for nursing education on a global level. In particular, the quality of clinical internships, a critical transition from theory to practice, requires immediate attention. To investigate the clinical teaching preferences of Chinese undergraduate nursing interns, with specific focus on their anticipated influencing factors, preferred teaching methods and mentor behaviors, expectations regarding the structure and current status of clinical placements, as well as additional educational needs, so as to provide reference guidelines for the future development of learner-centered clinical education strategies. This qualitative study utilized purposive sampling to conduct semi-structured interviews with 21 nursing undergraduate interns, aged between 20 and 23, who were participating in the clinical practice phase of their training in July 2025. Colaizzi’s seven-step method was employed to perform thematic analysis on the data obtained from the interviews, with the aim of gaining an in-depth understanding of the perceptions of Chinese nursing undergraduate interns regarding their preferences for clinical teaching. Thematic analysis revealed three primary themes relating to the clinical teaching traits preferred by undergraduate nursing students: (1) Relational Pedagogy as Motivational Catalyst; (2) Experiential Integration of Knowledge; (3) Expanding Learning Ecology Beyond Skills. The findings of this study reveal a shift from hierarchical to relational pedagogy and highlight unmet multidimensional learning needs beyond technical skills. The cultivation of nursing professionals relies on clinical educators, who, through their personal qualities, can stimulate the enthusiasm of their students for learning. This potential motivation must be guided by progressive teaching methods, while meeting the multi-dimensional clinical learning needs of the students, ultimately helping undergraduate nursing interns to form a professional knowledge system during their clinical practice. This will enable clinical education to transcend traditional frameworks and achieve deeper integration. The findings of this study provide a theoretical basis for designing the selection, training, and management programs of clinical teaching nurses in line with the Chinese cultural context. Not applicable.