Clinical supervisors acting as instructors in simulation-based-learning within specialist nursing programs : A qualitative study
(2026) In Clinical Simulation in Nursing 116. p.1-6- Abstract
Background: Clinical supervisors’ competence is central to student learning, particularly in the context of existing practical, organizational, and resource-related challenges in simulation-based education. This study explored clinical supervisors’ experience of acting as instructors during simulation-based learning in specialist nursing education in anesthesia and intensive care. Method: An exploratory qualitative design was employed. Specialist nurses with experience as clinical supervisors participated in semi-structured interviews. Data were analyzed using thematic analysis. Results: One overarching theme, Growing as a professional and as a supervisor, was identified, comprising three subthemes: (a) Participation in professional... (More)
Background: Clinical supervisors’ competence is central to student learning, particularly in the context of existing practical, organizational, and resource-related challenges in simulation-based education. This study explored clinical supervisors’ experience of acting as instructors during simulation-based learning in specialist nursing education in anesthesia and intensive care. Method: An exploratory qualitative design was employed. Specialist nurses with experience as clinical supervisors participated in semi-structured interviews. Data were analyzed using thematic analysis. Results: One overarching theme, Growing as a professional and as a supervisor, was identified, comprising three subthemes: (a) Participation in professional networks and reciprocal learning with peers and students facilitated their development in both supervisory and nursing roles; (b) Trust in both their own competence and their students’ abilities strengthened their self-confidence in the supervisory role; and (c) The implementation of teaching strategies in combination with simulation-based tools promoted the effective enactment of the supervisory role. Conclusion: Simulation-based learning supported supervisors’ professional development and enhanced supervisory competence. Integrating simulation alongside traditional clinical placements may enhance supervisor capability and promote student learning outcomes.
(Less)
- author
- Cederwall, Carl Johan ; Sjöstedt, Viktoria ; Jildenstål, Pether LU ; Amorøe, Torben Nordahl ; Sjöberg, Carina LU ; Naredi, Silvana and Ringdal, Mona
- organization
- publishing date
- 2026-07
- type
- Contribution to journal
- publication status
- published
- subject
- keywords
- Anesthesia, Clinical supervision, Intensive care, Learning, Nursing, Qualitative, Simulation-based learning
- in
- Clinical Simulation in Nursing
- volume
- 116
- article number
- 101984
- pages
- 1 - 6
- publisher
- Elsevier
- external identifiers
-
- scopus:105039989177
- ISSN
- 1876-1399
- DOI
- 10.1016/j.ecns.2026.101984
- language
- English
- LU publication?
- yes
- additional info
- Publisher Copyright: © 2026 International Nursing Association for Clinical Simulation and Learning
- id
- 6eaaed60-5bb8-4c77-8845-e96ffd742bee
- date added to LUP
- 2026-06-11 10:51:21
- date last changed
- 2026-06-11 11:05:06
@article{6eaaed60-5bb8-4c77-8845-e96ffd742bee,
abstract = {{<p>Background: Clinical supervisors’ competence is central to student learning, particularly in the context of existing practical, organizational, and resource-related challenges in simulation-based education. This study explored clinical supervisors’ experience of acting as instructors during simulation-based learning in specialist nursing education in anesthesia and intensive care. Method: An exploratory qualitative design was employed. Specialist nurses with experience as clinical supervisors participated in semi-structured interviews. Data were analyzed using thematic analysis. Results: One overarching theme, Growing as a professional and as a supervisor, was identified, comprising three subthemes: (a) Participation in professional networks and reciprocal learning with peers and students facilitated their development in both supervisory and nursing roles; (b) Trust in both their own competence and their students’ abilities strengthened their self-confidence in the supervisory role; and (c) The implementation of teaching strategies in combination with simulation-based tools promoted the effective enactment of the supervisory role. Conclusion: Simulation-based learning supported supervisors’ professional development and enhanced supervisory competence. Integrating simulation alongside traditional clinical placements may enhance supervisor capability and promote student learning outcomes.</p>}},
author = {{Cederwall, Carl Johan and Sjöstedt, Viktoria and Jildenstål, Pether and Amorøe, Torben Nordahl and Sjöberg, Carina and Naredi, Silvana and Ringdal, Mona}},
issn = {{1876-1399}},
keywords = {{Anesthesia; Clinical supervision; Intensive care; Learning; Nursing; Qualitative; Simulation-based learning}},
language = {{eng}},
pages = {{1--6}},
publisher = {{Elsevier}},
series = {{Clinical Simulation in Nursing}},
title = {{Clinical supervisors acting as instructors in simulation-based-learning within specialist nursing programs : A qualitative study}},
url = {{http://dx.doi.org/10.1016/j.ecns.2026.101984}},
doi = {{10.1016/j.ecns.2026.101984}},
volume = {{116}},
year = {{2026}},
}