When learners are given the support they need while learning something new, they

will be more able to use the knowledge independently. Originally, the term is

derived from the requisite protection and materials required so as to continue

constructing a building. The same applies to the domain of education, where

teachers use the strategy to provide learners with the knowledge required for the

growth of their cognitive skills. On this basis, scaffolding has become a very

successful teaching strategy as it can really assist in developing and enhancing

the learning process.

There are several types of scaffolds. Conceptual scaffolding, for example, uses

cues to help students arrive at a solution. Other types of scaffolding include

coaching, which offers a direct teaching approach; feedback, which provides

ongoing suggestions while the task is underway; reflection, which requires

students to self-monitor their practice; and modelling, which involves exemplars or

demonstrations of anticipated performance. Simulation encourages active

participation among students, because they are directly involved in the learning

process (Erlam et al., 2017). Scaffolding in the simulation setting allows students

to engage in tasks beyond their current skill level in a safe environment. As

learners progress through scaffolded simulations, comprehension and critical

thinking skills improve (Ahmadi Safa & Motaghi, 2021).

The relationship between the clinical instructor and the student nurse significantly

influences the learning experience, with trust, mutual respect, and collaborative learning

environments being key factors for positive outcomes (Hahn et al., 2023). Effective clinical
teaching involves not only imparting knowledge but also creating an environment that

encourages active participation, skill development, and integration of theory into practice

(Pinto, 2023). Moreover, the support and contribution of clinical nurses in clinical practice

training are vital for students' knowledge and skill development, as highlighted by the

perspectives of both students and nurses in a study evaluating the impact of nurses on

clinical training outcomes (Amimaruddin, 2021). By shaping the learning environment,

motivating staff nurses to engage in student education, and addressing barriers to effective

learning, clinical instructors can enhance the overall clinical practice experience for

student nurses .

>CI supervision during RLE

The Clinical Educator is a prominent participant insupervision interactions. Launer

(2014) highlights skillsa Clinical Educator should have for effective supervi-sion:

an ability to affirm students appropriately; anemotional competence into the

context and life ofa student, thorough knowledge of the expectationsand outcomes

students need to achieve; and lastly, skillsto encourage students to participate

actively in discus-sions by asking relevant questions. During supervision

interactions, Clinical Educators should have a soundunderstanding of the learning

theories that underpintheir teaching practice. Likewise, students shouldunderstand

how knowledge is constructed and howlearning occurs to engage effectively in

appropriatelearning activities (Kauffman and Mann, 2014).The result of effective

supervision interactions canencourage effective reflective practice (Launer,

2014),which is an important skill to foster lifelong, self-directedlearning (Kauffman

and Mann, 2014)

Supervision includes ensuring inclusive patient safety during clinical care,

providing informal feedback, and providing critical input to primary education and

continuing education programs as well as monitoring and progress. Ensuring

inclusive patient safety during clinical practices is essential for clinical supervision.

Adequate supervision is an activity that creates growth and authority in the

supervised group, facilitates the work of supervision, and supports both the client

and the supervisor. (Keshavarzi et al., 2022).

—-

Accordingly, clinical instructor characteristics, behaviors and skills that promote

effective clinical instruction include matching clinical teaching skills to student

understanding and experience, having good communication skills, providing

constructive feedback, facilitating a student-centered environment that help

promote and develop self-confidence among students. As such, in order to improve

nursing education learning must be facilitated by addressing proper assessment

of clinical instructors’ behaviors and nursing students’ perception toward effective

clinical instructors’ characteristics (Ismail, Aboushady & Eswi, 2016).

Related learning experience (RLE) is unique to nursing discipline than in any

other health-related professions as it applies the theories, knowledge and learning

acquired during classroom discussions and establishes the health care skills of
nursing students through direct supervision of professional clinical instructors

(CI) and nurses. Since students and clinical instructors vary in attitude,

background, and experiences, the practice of nursing in the field might resort to

some problem or misunderstanding. Learning relationship must be harmonious

and satisfying for both the instructor and the student (Ramel & Martin, 2018).

Clinical supervision during related learning experiences (RLE) plays a crucial role

in shaping students' learning outcomes and professional development. Research

emphasizes the significance of students' actions and interactions during clinical

supervision, highlighting that learning is more effective when students take

initiative, actively participate, and feel psychologically safe (Thyness et al., 2022).

Cross-disciplinary and cross-national collaborations in clinical supervision have

been shown to enhance the learning process by promoting teamwork, trust, and

vulnerability among participants (Borders, 2023). Additionally, experiences of

medical students in clinical educational supervision underscore the importance of

recognizing their perspectives to improve the quality of clinical education (Ahmady

& Minouei, 2021). Learner nurses' experiences during clinical supervision indicate

a need for structured programs tailored to meet their clinical needs, emphasizing

the importance of adequate supervision for effective learning outcomes (Vos &

Mbatha, 2015). Overall, clinical supervision during RLEs is a multifaceted process

that significantly influences students' learning experiences and professional

growth.

>Clinical Supports for SN

You can use what you've learned in the classroom by doing clinical duties. Clinical

duties are known for being challenging, but clinical experiences or duties offer

students invaluable instruction that can only be experienced through hands-on

work in the field. The practice of nursing techniques by students during clinical

activities is monitored and done so under the guidance of a licensed nurse, clinical

teacher, or nursing educator. Students interact with patients to obtain practical

experience in the field and are taught general bedside and specialty care skills

(Melissa, 2020). Clinical duty is essential for medical students to learn from more

experienced practitioners and to develop clinical independence and confidence

(Caffagni et al, 2021). It is essential that medical students understand the

complexity and breadth of the individual and their relationships within the health-

disease process, considering the continuous and overwhelming changes that

occur in this daily life. Related studies revealed the student's experiences on their

clinical duty. Their first clinical exposure can be a crucial and significant period on

their educational journey. That is why it is relevant to understand the students'

viewpoints and feelings during their clinical practice, as they may experience

anxiousness, fear, and self-doubt. These are commonly observed in nursing

students' real-life experiences during their first clinical exposure. This can be seen

during interaction with the patient, collaboration with other healthcare providers,

and when performing interventions as part of their nursing care (Natividad et al.,

2020). Clinical practice is a necessary part of learning the course. It is where

students hasten their different skills, such as communication skills, critical thinking,

professionalism, teamwork, attitude, and the like.The most crucial experiences for
student nurses, according to Tiwaken et al. (2018), are their exposure to patients

in the clinical setting. This is where students experience the human side of nursing.

Porteous and Machin (2018) stated that tutors and mentors who were empathetic,

caring, and respectful positively role-modeling nursing values and behavior

facilitated student support, engagement, and empowerment. With a positive,

supportive experience, the students developed resilience, beginning to feel more

confident and competent.

Clinical support for student nurses is crucial for their development and readiness

for practice. Research indicates that clinical nurse mentors (CNM) play a vital role

in supporting undergraduate nursing students, with findings suggesting the need

for multifaceted support, experience as a problem solver, and addressing

challenges and barriers (Vella et al., 2023). Additionally, studies highlight the

significance of system, cognitive, and emotional support for nursing students

during clinical training, pointing out existing gaps that need to be addressed to

ensure comprehensive support throughout their education and training (Dorothy,

2022). Furthermore, innovative programs like the Bridge to Professional Practice

Program have been implemented to provide support for staffing needs and clinical

hours, aiming to enhance students' readiness for practice (Hahn et al., 2023).

Overall, creating a supportive atmosphere for nursing students in clinical education

is essential to address challenges such as violence, fear, anxiety, socio-cultural

issues, and ineffective clinical education, emphasizing the need for prioritizing
 student support programs in educational and healthcare settings (Jafarian-Amiri et

al., 2020).

T, A. J. A., Q, A. L. Y., M, B. R., R, B. L. A., B, C. S. M., & H, N. O. (n.d.). The burgeoning

Helianthus Annuus: lived experiences of nursing students on their first clinical duty amidst

the new normal. Copyright ? 2012 Scientific & Academic Publishing. All Rights

Reserved. http://article.sapub.org/10.5923.j.nursing.20231302.01.html

Erlam, G. D., Smythe, L., & Wright-St. Claire, V. A. (2017). Navigating the storm of deteriorating

patients: Seven scaffolds for simulation design. Open Journal of Nursing, 7(6), 683–697.

https://doi.org/10.4236/ojn.2017.76051

Melissa. (2022, May 9). Top 6 faqs about nursing school clinicals: Joyce University. Joyce.

Retrieved from https://www.joyce.edu/blog/what-are-nursing-school-clinicals/.

Ali, M. H. (2022, September). Scaffolding as a Teaching Strategy to Improve Students Translation

Performance. Research

Gate. https://www.researchgate.net/publication/363257806_Scaffolding_as_a_Teaching_Strateg

y_to_Improve_Students_Translation_Performance
Kauffman DM, Mann KV 2014 Teaching and learning in medicaleducation: How theory can

inform practice. In: Swanwick T(Ed) Understanding medical education: Evidence, theory

andpractice, Pp. 7–29. Wiley-Blackwell:Oxford

Keshavarzi, M. H., Azandehi, S. K., Koohestani, H. R., Baradaran, H. R., Hayat, A. A., & Ghorbani, A.

A. (2022). Exploration the role of a clinical supervisor to improve the professional skills of medical

students: a content analysis study. BMC Medical

Education, 22(1). https://doi.org/10.1186/s12909-022-03473-w

Caffagni, S. B., Sanfelice, F. N., & Vilela, R. P. B. (2021, November 5). New challenges for

medical education and the post-pandemic impact. MedNext. Retrieved from

https://mednextusa.com/.

Luner J 2014 Supervision, mentoring and coaching. In:Swanwick T (Ed) Understanding medical

education:Evidence,theoryandpractice,Pp.111–122. Wiley-Blackwell:Oxford

Schmutz, A., Meyer, I., & Archer, E. (2019). Supervision interactions and student learning:

how supervision can influence learning. Physiotherapy Theory and Practice, 37(2), 315–

322. https://doi.org/10.1080/09593985.2019.1628139

Ismail, L.MN., Aboushady, R.MN. & Eswi, A. (2016) Clinical instructor’s behavior: Nursing

student’s perception toward effective clinical instructor’s characteristics. Journal of

Nursing Education and Practice 2016, Vol. 6, No. 2. DOI: 10.5430/jnep.v6n2p96 URL:

http://dx.doi.org/10.5430/jnep.v6n2p96
Ahmadi Safa, M., & Motaghi, F. (2021). Cognitive vs. metacognitive scaffolding strategies and

EFL learners’ listening comprehension development. Language Teaching Research.

(Published online first). https://doi.org/10.1177/13621688211021821

—-

Ismail, L.MN., Aboushady, R.MN. & Eswi, A. (2016) Clinical instructor’s behavior:

Nursing student’s perception toward effective clinical instructor’s characteristics. Journal of

Nursing Education and Practice 2016, Vol. 6, No. 2. DOI: 10.5430/jnep.v6n2p96 URL:

http://dx.doi.org/10.5430/jnep.v6n2p96

Ramel, R., Jr., & Martin, N. (2018, March). Related Learning Experiences of Level IV

Nursing Students: Implications to Nursing Practice. Research

Gate. https://www.researchgate.net/publication/324006595_Related_Learning_E

xperiences_of_Level_IV_Nursing_Students_Implications_to_Nursing_Practice

Thyness, C., Steinsbekk, A., & Grimstad, H. (2022). Learning from clinical supervision – a

qualitative study of undergraduate medical students’ experiences. Medical Education

Online, 27(1). https://doi.org/10.1080/10872981.2022.2048514

Borders, L. D. (2023). Learning from clinical supervision collaborations. ˜ the œClinical

Supervisor/˜ the œClinical Supervisor, 42(1), 1–

2. https://doi.org/10.1080/07325223.2023.2196760
 Ahmady, S., & Minouei, M. S. (2021). Explanation of medical students’ experiences of

educational clinical supervision: A qualitative study. Journal of Education and

Health Promotion, 10(1), 12. https://doi.org/10.4103/jehp.jehp_620_20

Vos, P., & Mbatha, A. (2015). Learner nurses’ experiences regarding clinical

supervision. SciSpace - Paper. https://typeset.io/papers/learner-nurses-experiences-

regarding-clinical-supervision-2et58w6vhk

Vella, J., Holmes, K., Vella, M., & Micallef, F. (2023). Support received by nursing clinical

mentors of undergraduate nursing students. MCAST Journal of Applied Research &

Practice, 7(1), 196–210. https://doi.org/10.5604/01.3001.0053.6900

Dorothy, M. T. (2022). System, cognitive and emotional support of students during clinical

placement : exploring the experiences of students from a college of nursing in KwaZulu-

Natal, South Africa. https://doi.org/10.51415/10321/4444

Hahn, J., Resha, C., Beauvais, A., Beckman, B., Forte, P., Rebeschi, L. M., & Snyder, M. (2023).

An innovative Academic/Practice partnership to support nursing workforce needs and

student clinical education. Journal of Nursing Administration/˜ the œJournal of Nursing

Administration, 53(2), 88–95. https://doi.org/10.1097/nna.0000000000001249

Jafarian-Amiri, S. R., Zabihi, A., & Qalehsari, M. Q. (2020). The challenges of supporting nursing
students in clinical education. Journal of Education and Health Promotion, 9(1),

216. https://doi.org/10.4103/jehp.jehp_13_20

Ismail, L.MN., Aboushady, R.MN. & Eswi, A. (2016) Clinical instructor’s behavior: Nursing

student’s perception toward effective clinical instructor’s characteristics. Journal of

Nursing Education and Practice 2016, Vol. 6, No. 2. DOI: 10.5430/jnep.v6n2p96 URL:

http://dx.doi.org/10.5430/jnep.v6n2p96
 Hahn, J., Resha, C., Beauvais, A., Beckman, B., Forte, P., Rebeschi, L. M., & Snyder, M. (2023).

An innovative Academic/Practice partnership to support nursing workforce needs and

student clinical education. Journal of Nursing Administration/˜ the œ Journal of Nursing

Administration, 53(2), 88–95. https://doi.org/10.1097/nna.0000000000001249

Pinto, M. J. B. (2023). SUPERVISÃO CLÍNICA e a MINHA PRÁTICA PROFISSIONAL:

REFLEXÃO. In Editora Acadêmica Periodicojs

eBooks. https://doi.org/10.51249/easn15.2023.1358

Amimaruddin, N. D. K. S. N. M. P., & RuditaIdris, N. D. (2021). Exploring student nurses’

learning experience in the clinical setting: a literature review. International Journal of

Nursing Education, 14(1), 31–37. https://doi.org/10.37506/ijone.v14i1.17733

Strandell-Laine, C., Salminen, L., Blöndal, K., Fuster, P., Hourican, S., Koskinen, S., Leino-Kilpi, H.,

Löyttyniemi, E., Stubner, J., Truš, M., & Suikkala, A. (2022). The nurse teacher’s pedagogical

cooperation with students, the clinical learning environment and supervision in clinical

practicum: a European cross-sectional study of graduating nursing students. BMC Medical

Education, 22(1). https://doi.org/10.1186/s12909-022-03445-0

Dawn, S., Dominguez, K. D., Troutman, W. G., Bond, R., & Cone, C. (2011c). Instructional scaffolding to

improve students’ skills in evaluating clinical literature. American Journal of Pharmaceutical

Education, 75(4), 62. https://doi.org/10.5688/ajpe75462