Supervising student nurses in practical skills learning during hospital placements: a qualitative study of registered nurses’ mentoring practices

Abstract Background Clinical placements are a vital component of nursing education, enabling students to apply theoretical knowledge, develop practical skills, and build their professional identity. Registered nurse mentors play a critical role by facilitatively bridging the gap between theory and practice and serving as role models, facilitating learning, and providing feedback to enhance students’ clinical judgement. However, students often struggle with practical skills learning due to mentors’ time constraints and inconsistencies between skills taught in simulation centres and those performed in critical placements. This highlights the need for effective mentoring. Despite the acknowledged importance of mentors, there is limited research on the specific role of nurse mentors supporting students in their practical skills learning, underscoring the need for greater insight to enhance nursing education quality. Aim The aim of this study was to explore and describe key aspects emphasised by registered nurse mentors in supporting student nurses learning of practical skills during clinical placements in hospitals. Methods This study employed an exploratory qualitative design based on individual interviews with ten registered nurse mentors from two Norwegian hospitals, each with more than three years of mentoring experience. The interviews were audio-recorded transcribed and analysed using systematic text condensation. Results The analysis identified two main categories: (1) Critical prerequisites for successful mentoring and (2) Encouraging analytical thinking skills. The first category included appraising the knowledge base of both students and mentors, providing tailored supervision and fostering a supportive learning environment, and using guidelines as learning tools. The second category emphasised constructive feedback, asking questions about various aspects of practical skills, and encouraging reflection on skill performance. Conclusion Registered nurse mentors play a crucial role in students’ learning of practical skills by integrating theoretical knowledge with practice, tailoring support to individual students, and promoting reflection and active participation. A safe and supportive learning environment, combined with the registered nurse mentors’ professional and pedagogical competence, fosters deep learning, confidence and independence in students.