AbstractBackground Clinical supervisors' competence is central to student learning, particularly in the context of existing practical, organizational, and resource-related challenges in simulation-based education. This study explored clinical supervisors' experience of acting as instructors during simulation-based learning in specialist nursing education in anesthesia and intensive care. Method An exploratory qualitative design was employed. Specialist nurses with experience as clinical supervisors participated in semi-structured interviews. Data were analyzed using thematic analysis. Results One overarching theme, Growing as a professional and as a supervisor, was identified, comprising three subthemes: (a) Participation in professional networks and reciprocal learning with peers and students facilitated their development in both supervisory and nursing roles; (b) Trust in both their own competence and their students' abilities strengthened their self-confidence in the supervisory role; and (c) The implementation of teaching strategies in combination with simulation-based tools promoted the effective enactment of the supervisory role. Conclusion Simulation-based learning supported supervisors' professional development and enhanced supervisory competence. Integrating simulation alongside traditional clinical placements may enhance supervisor capability and promote student learning outcomes.
Cederwall et al. (Tue,) studied this question.