ABSTRACT Background The clinical experience for nursing students tends to be a highly stressful process involving a shift from theory to practice within the public health care sector. Although the need for immersion in the clinical setting cannot be underestimated, there is evidence of a dearth of qualitative studies on the phenomenon among students at government institutions. Aims and Objectives This study aims to examine the lived experiences and clinical challenges of nursing students, while exploring how environmental influences within an extended campus impact the development of their professional resilience. Materials and Methods A qualitative narrative methodology was employed to capture the depth and details of the students’ personal stories, providing a holistic understanding of their transition into practice. The study was conducted at the UMPS-SHS Extension Campus in Baler, Aurora using a census method that included all 18 enrolled nursing students. Results Three important themes were identified: (1) Navigating the Gap Between Theory and Practice: The disconnect between academic knowledge and real-world clinical demands. (2) The clinical dilemmas: Pervasive anxiety regarding performance and the fear of medical errors. (3) The Relational Odyssey: Developmental shift from task-oriented care to building meaningful patient relationships. Conclusion and Recommendations Clinical training at governmental universities serves as a critical period for professional identity formation through emotional and practical challenges. It is recommended that nursing curricula shift focus from administrative tasks toward patient-centered interaction and self-reflection, supported by pre-clinical simulations and orientations.
Aujero et al. (Tue,) studied this question.
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