A conceptual framework to guide clinical learning for student nurses in a Nursing Education Institution in Gauteng, South Africa

Aim: To develop a framework to guide clinical learning for student nurses in a nursing education institution. Background: Effective clinical learning is crucial for nursing education; however, student nurses often encounter challenges in achieving their clinical competencies due to limited opportunities in a work-integrated learning environment. There is a need for a structured framework to guide nurse educators and nursing education institutions in optimizing clinical learning and opportunities (CLO). Design and Methods: An exploratory, descriptive, contextual qualitative study was conducted in four phases: (1) concept analysis of ‘clinical learning opportunity’; (2) collection and analysis of participants’ perspectives on enhancing CLO; (3) development of a conceptual framework using Dickoff, James, and Wiedenbach’s practice theory; and (4) evaluation of the framework. Results: This framework provides a structured and holistic approach to understanding how CLO can be enhanced. It highlights the relationship and importance of dynamic, multidimensional healthcare settings, the roles of nurse educators, clinical facilitators, and operational managers, the participatory role of student nurses, and the integration of innovative clinical learning activities. Key clinical learning activities include collaborative and problem-based learning, community-based research, and the use of emerging technologies within the dynamic, multidimensional healthcare settings. Conclusion: The framework equips student nurses with vital competencies, including critical thinking, clinical reasoning, and decision-making skills, to meet modern healthcare demands. It offers practical guidance for nursing educators and evidence to inform policy development in nursing education and clinical practice.