Perceptions and experiences of supervisors and learners regarding the challenges and strategies for improving support during clinical placements.
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Within the framework of curriculum reform in the Democratic Republic of Congo, clinical placement supervision has become an essential pillar of nursing education. This field-based training, at the intersection of theory and practice, plays a central role in developing the professional skills and identity of future healthcare professionals. This study aims to explore and understand, through a qualitative approach, the perceptions and experiences of supervisors and students regarding the challenges and strategies for improving clinical placement supervision in nursing, with the goal of strengthening the quality of training and, ultimately, the quality of patient care. A qualitative approach was adopted, with 21 semi-structured interviews conducted with three groups of stakeholders at the ISTM in Mbandaka: 11 students and 10 academic and clinical supervisors. The data collected were analyzed using the inductive thematic method proposed by Braun and Clarke. Four main themes emerge: the limitations of clinical supervision, students' emotional experiences, the coping strategies they employ, and the recommendations made. A constant tension arises between the need for close support and the desire for supervisors to become more autonomous. The study suggests viewing clinical supervision as a holistic process, where pedagogical, relational, and human dimensions intertwine, in order to better support students in their professional development.
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