Van Wyk, Neltjie2025-01-232025-01-232025-042024-11*A2025http://hdl.handle.net/2263/100257DOI: https://doi.org/10.25403/UPresearchdata.28256165.v1Dissertation (MNurs (Education))--University of Pretoria, 2024.Introduction and background: Clinical supervision is a critical support factor in the success of nursing students’ development during work-integrated learning. Quality clinical supervision and good relationships among all involved facilitate students’ clinical performance. A poor fit between the expectations of the supervisors and those of the students may jeopardise the outcome of clinical supervision. However, the nursing students of the designated nursing education institution often complained of receiving little or no supervision during work-integrated learning. Aims: To explore and describe the aspects of clinical supervision during work-integrated learning that nursing students of designated nursing education institution appreciate. Methods: Qualitative research with an appreciative inquiry approach was used to explore and describe the aspects of clinical supervision that undergraduate nursing students of a designated nursing education institution appreciated. The sample comprised of purposively selected students enrolled for a Diploma in Nursing on level 2 and 3, for the academic year 2021/2022. Four focus group interviews were done with a semi-structured interview guide and 45 student participants were involved. A thematic data analysis was done and ethical considerations were maintained throughout the study. Results/Findings: Thirteen categories and sub-categories related to nursing students’ appreciation of clinical supervision during work-integrated learning emerged, based on the findings of the study. Conclusion and Recommendation: A conducive clinical learning environment should be established to enable proper guidance of nursing students to acquire professional knowledge and skills. Collaboration between nursing education institution and clinical facilities should be well established to facilitate effective communication.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)Clinical supervisionNursing studentsWork-integrated learningDissertationu14455138https://doi.org/10.25403/UPresearchdata.28253705