Experiences of Emirati nursing students during intensive care unit clinical placements: A qualitative descriptive study

Intensive care unit (ICU) clinical placements provide undergraduate nursing students with opportunities to develop clinical competence in complex, high-acuity environments while exposing them to emotional and learning challenges. Limited qualitative research has explored how Emirati nursing students experience ICU placements and perceive these experiences as contributing to their learning and professional development. To describe the experiences of Emirati final-year nursing students during ICU clinical placements and their perceptions of how these experiences contributed to their learning. A qualitative descriptive design was used. Emirati final-year nursing students who had completed an ICU clinical placement during the current or previous academic semester were recruited using purposive sampling. Individual semi-structured face-to-face interviews were conducted, audio-recorded, and transcribed verbatim. Data were analyzed using Braun and Clarke’s six-phase thematic analysis with an inductive approach to coding and theme development. Following the inductive development and refinement of themes, Kolb’s experiential learning theory was used as an interpretive lens to support interpretation of the findings. Twenty-seven Emirati female nursing students participated. Three themes were identified: (1) Emotional Challenges and Adaptation During ICU Clinical Placements, (2) Clinical Learning Challenges in the ICU Environment, and (3) Clinical Learning and Educational Support in the ICU. Participants described ICU placements as a complex clinical environment that initially evoked fear, anxiety, and uncertainty but gradually fostered emotional resilience, confidence, empathy, and professional awareness. Learning was influenced by challenges in translating theoretical knowledge into practice, limited opportunities for supervised hands-on participation, unfamiliarity with advanced ICU technologies, and communication with patients, families, and healthcare professionals. Participants also highlighted the importance of guided participation, consistent supervision, timely feedback, and opportunities for reflection in facilitating learning and strengthening clinical competence. Emirati final-year nursing students experienced the ICU as a complex clinical environment in which emotional adaptation, participation in patient care, and educational support shaped their learning and professional development. The findings suggest that meaningful learning extends beyond clinical exposure and is strengthened by guided participation, consistent supervision, timely feedback, and reflection. Structured preparation, supervised participation, and guided reflection may help students engage more meaningfully with complex ICU experiences and strengthen their preparedness for professional nursing practice. Not applicable.