In a remarkable exploration of nursing education, recent research conducted by Tang, Zhou, and Yang delves into the profound feelings of accomplishment experienced by nursing students during their clinical internships. This study highlights not just the experiences of these students but also investigates the intricate emotional landscape they navigate as they transition theoretical knowledge into practical application. Such internships constitute a pivotal phase in nursing education, offering invaluable opportunities for hands-on learning and skill development in real-world healthcare settings.
The qualitative nature of this study allows for an in-depth understanding of students’ sentiments. Through interviews and reflective discussions, researchers sought to capture the essence of the learning journey undertaken by nursing students. The findings reflect not only individual triumphs but also the significant challenges faced as they engage with patients, collaborate with healthcare teams, and manage the complexities of clinical environments. It’s an endeavor that resonates with the core mission of nursing: providing compassionate care while honing professional competencies.
A notable point emerging from the research involves the paradoxical feelings of anxiety and exhilaration experienced by nursing students. As they step into the often unpredictable realm of clinical practice, students encounter a spectrum of emotions. On one hand, the pressure to perform competently evokes anxiety; on the other hand, successful interactions with patients and healthcare professionals ignite a sense of pride and accomplishment. This duality underscores the emotional resilience that nursing students develop as they navigate their internships.
Moreover, the mentorship provided during clinical placements plays a critical role in shaping these experiences. The study indicates that support from both instructors and nursing staff significantly impacts students’ feelings of competence and accomplishment. Effective mentorship not only fosters skill development but also strengthens the emotional and psychological well-being of students. When mentors provide constructive feedback and encouragement, students are more likely to embrace challenges rather than shy away from them, promoting a culture of growth and resilience.
The context of the clinical environment further amplifies the complexities of these experiences. Nursing students often find themselves in high-pressure situations where critical thinking and quick decision-making are essential. Such scenarios can reinforce their sense of accomplishment when they effectively address patient needs or contribute to successful health outcomes. By reflecting on these successes, students cultivate a deeper connection to their chosen profession, affirming their commitment to nursing as a vocation rather than merely a career.
This study also draws attention to the importance of reflection in the learning process. Students who engage in self-reflection about their clinical experiences are better equipped to process their emotions and learn from both successes and setbacks. The act of reflecting not only solidifies their learning but also enhances their emotional intelligence. By understanding their feelings in the context of patient care, students can nurture their empathetic skills, which are essential in providing quality care throughout their careers.
Furthermore, the research highlights the influence of peer interactions on the students’ sense of accomplishment. Collaborative experiences, such as working alongside fellow nursing students or interacting with experienced nurses, can create a supportive learning community. These peer relationships are often characterized by sharing knowledge, discussing challenging cases, and celebrating each other’s accomplishments, which in turn boosts collective morale and individual confidence.
An essential aspect of the study is how these feelings of accomplishment extend beyond the individual and contribute to the healthcare system at large. When nursing students feel accomplished and prepared, they are more likely to enter the profession with enthusiasm and dedication. This sense of preparedness not only enhances patient care but also has a lasting impact on workforce retention in nursing, addressing the critical shortage of healthcare professionals in many areas.
The findings of this research suggest that educational institutions must prioritize developing supportive and enriching clinical internship programs. By investing in mentorship structures and fostering environments conducive to emotional growth and learning, nursing schools can significantly enhance the overall educational experience. Consequently, students will emerge from their training not only with the requisite technical skills but also with the emotional fortitude necessary to thrive in the demanding field of nursing.
Future research could expand on these findings by exploring the longitudinal impact of these feelings of accomplishment on nursing practice and career satisfaction. It would be insightful to understand how early experiences in clinical settings influence long-term professional development and mental health among nurses. Additionally, examining the experiences of students from diverse backgrounds could uncover variations in feelings of accomplishment based on personal and cultural factors.
In conclusion, the qualitative study conducted by Tang, Zhou, and Yang illuminates the pivotal role of clinical internships in shaping nursing students’ professional identities. By focusing on the emotional experiences of students, this research adds a valuable dimension to the discourse surrounding nursing education. The insights gained contribute to the ongoing efforts to optimize nursing training, ensuring that the next generation of nurses is not only skilled but also emotionally equipped to provide exemplary care.
Ultimately, understanding the feeling of accomplishment among nursing students can lead to enhanced educational practices and policies, creating a healthier workforce capable of meeting the ever-evolving challenges in healthcare. The journey of nursing students during their internships is indeed a testament to the resilience of the human spirit in the face of challenges, affirming the transformative power of education and experience in shaping future healthcare providers.
Subject of Research: Experiences of Nursing Students During Clinical Internships
Article Title: Qualitative study on the feeling of accomplishment experienced by nursing students during clinical internships.
Article References: Tang, W., Zhou, J., Yang, W. et al. Qualitative study on the feeling of accomplishment experienced by nursing students during clinical internships. BMC Nurs 24, 1491 (2025). https://doi.org/10.1186/s12912-025-04116-3
Image Credits: AI Generated
DOI: https://doi.org/10.1186/s12912-025-04116-3
Keywords: Nursing education, clinical internships, student experiences, feelings of accomplishment, mentorship, emotional resilience, healthcare workforce, self-reflection, peer interactions, professional identity.
Tags: anxiety and exhilaration in nursingchallenges faced by nursing studentsclinical internships in nursingcompassionate care in nursingemotional experiences of nursing studentshands-on learning in healthcareNursing educationprofessional development in nursingqualitative research in nursing educationstudent reflections on clinical practicetransitioning theory to practice in nursingtriumphs in nursing internships
