Introduction: Nursing students frequently report experiencing both excitement and anxiety during clinical placements, particularly in high‐stakes environments such as maternity wards and pediatric units. Numerous studies have identified challenges such as insufficient supervision, inconsistent mentorship, unclear role expectations, and unsupportive clinical environments as barriers to effective clinical learning. These issues may adversely impact students’ learning outcomes, confidence, and overall satisfaction with the nursing profession. Aim: This study aimed to explore the clinical lived experience of nursing students in the mother and child center. Methods: This study employed interpretive phenomenological analysis (IPA) as its research design. Purposive sampling was used to recruit 14 Kazakhstani nursing students from December 16, 2023, to February 17, 2024. Data were collected through semistructured interviews. The researchers ensured the ethical conduct of the study and addressed rigor by establishing credibility, transferability, dependability, and confirmability. Result: The study reveals four major themes: “transformative learning: from observation to aspiration,” “joy and emotional satisfaction,” “compassion toward mother and newborn,” and “challenges of student nurses.” Conclusion: This study reveals the learning experiences of nursing students and the challenges they encountered at the Mother and Child Center in Kazakhstan. The results can contribute to advancing the clinical education and practice of nursing students in Kazakhstan.
Upasheva et al. (Wed,) studied this question.