Since I have not yet been assigned a clinical instructor role in a clinical setting in my affiliation, I reflect on my most recent clinical experience at UP-PGH during the first semester of the MNE program, where I observed and directly guided nursing students during their rotation. The fast-paced hospital setting provided students with a real-world, experiential learning environment, allowing them to actively engage in patient care and apply their knowledge to diverse medical and surgical cases. I strongly believe that learning is most effective when students are placed in authentic situations that challenge their critical thinking and problem-solving abilities. This hands-on experience, where they encountered real patients with complex needs, helped them bridge the gap between theory and practice, making their learning more meaningful and impactful. One of the most rewarding aspects of this experience was fostering collaborative and reflective learning. I view students as individuals with different learning styles, strengths, and emotional responses to clinical situations. Encouraging peer discussions, shared reflections, and group debriefings created a supportive environment where students felt safe to express uncertainties and learn from each other. By guiding them to explore their emotions, values, and ethical dilemmas in patient care, I aimed to not only enhance their clinical reasoning but also strengthen their sense of empathy and professional identity.
At the same time, this experience highlighted the challenges of managing diverse student needs in a high-pressure hospital setting. Some students adapted quickly, while others struggled with uncertainty, fear of making mistakes, or difficulty balancing their emotions with professional responsibilities. As a facilitator, my role was to help them navigate their learning process, ensuring they felt supported while also being challenged to grow. I also stressed the importance of balancing innovation in nursing practice with patient safety and ethical decision-making, ensuring that students understand their responsibility in providing safe, high-quality care. Therefore, this experience reaffirmed my commitment to shaping nurses who are not just technically skilled, but also compassionate and reflective practitioners. Clinical teaching is not just about mastering procedures—it’s about helping students develop resilience, adaptability, and a lifelong commitment to learning. By integrating hands-on experiences with a student-centered and emotionally supportive approach, I strive to empower nursing students to become confident professionals who provide holistic, patient-centered care while making meaningful contributions to their communities.
