Learning transfer from classroom to clinical practice in surgical units: a descriptive phenomenological study of undergraduate nursing students

Abstract Background During clinical practice, nursing students interact with healthcare professionals, clinical instructors, patients, and families, creating a complex experience that prepares them for their professional lives. This complexity may also lead to negative learning experiences; therefore, it is crucial to understand how students perceive the clinical environment. The purpose of this study was to determine nursing students’ experiences of transferring classroom learning into clinical practice. Methods This descriptive phenomenological study was conducted with 40 s-year nursing students over a 14-week period during the 2019–2020 academic year using an online diary form. The inclusion criterion was taking the “Surgical Diseases Nursing” course for the first time. Data were analyzed using Colaizzi’s seven-stage method. Results Students experienced both positive and negative emotional reactions during clinical practice. Practical skills were developed by observing healthcare professionals and integrating theoretical knowledge with clinical practice. The sense of belonging was reinforced when students applied their knowledge while participating in patient care. Structured around four major themes—emotionality, embodied practice, professional identity, and the clinical collective—the findings revealed that learning transfer is a transformative process of ‘embodied knowing,’ shaped by emotional intensity and interpersonal interactions. Nursing students’ participation, professional belonging, and motivation were increased by positive interactions with healthcare professionals, patients, and peers. Conclusions The results explain how the gap between theoretical and clinical education can be addressed through the lens of experiential learning. To effectively reduce the theory–practice gap and transform clinical encounters into professional competence, nursing curricula must strategically incorporate structured mentorship, regular reflective practices, and robust emotional support systems. These findings provide a practical framework for nursing professors, clinical instructors, and healthcare professionals to create optimized, safer clinical learning environments.