Van Wyk, Neltjie C.2025-01-302025-01-302025-042024-09*A2025http://hdl.handle.net/2263/100408DOI: https://doi.org/10.25403/UPresearchdata.28308992.v1Dissertation (MNur (Nursing Education))--University of Pretoria, 2024.Introduction: Nursing students develop their professional dignity during training with the support of their lecturers and professional nurses who supervise them during work-integrated learning. If left unguided and unsupported, such development will not be attained. To find their voice in the nursing profession, support and guidance are needed. Aim: The aim of the study was to explore and describe the support that nursing students need from their lecturers and professional nurses who supervise them during work-integrated learning to develop their professional dignity. Research design and methods: A qualitative, exploratory-descriptive research design was followed. A non-probability sampling method was applied in the selection of participants. Fourteen participants were interviewed. Face-to-face semi-structured individual interviews were conducted. Recording of the interviews and the writing of field notes were carried out with the permission of the participants. A thematic analysis was performed to analyse the data. Findings: The findings yielded four categories: a) improve work-integrated learning experiences, b) value students’ professional development, c) cooperate to benefit students’ professional growth and d) manage resources optimally. The categories were discussed with literature integration. Recommendations were formulated based on the study findings.en© 2023 University of Pretoria. All rights reserved. The copyright in this work vests in the University of Pretoria. No part of this work may be reproduced or transmitted in any form or by any means, without the prior written permission of the University of Pretoria.UCTDSustainable Development Goals (SDGs)Professional dignityNursing studentNursing lecturerProfessional nurseSupportDevelopHealth sciences theses SDG-04SDG-04: Quality EducationDissertationu22925130https://doi.org/10.25403/UPresearchdata.28308992