“What Kind of Nurse Will I Be?”: a qualitative descriptive study of nursing students’ experiences in obstetric and gynaecologic clinical practice
- 1Department of Obstetrics and Gynecology Nursing, Faculty of Health Sciences, Ondokuz Mayıs University, Kurupelit Campus, Atakum, Samsun, 55139 Turkey
- 2Department of Obstetrics and Gynecology Nursing, Kumluca Faculty of Health Sciences, Akdeniz University, Antalya, Turkey
Abstract
Background: Obstetric and gynaecologic clinical practice may expose nursing students to emotionally demanding situations and complex care interactions that shape emerging professional identity and confidence.
Aim: The aim of this study was to explore nursing students’ care experiences during their obstetric and gynaecologic clinical practice.
Methods: A qualitative descriptive design was used. All eligible third-year nursing students who had participated in obstetric and gynaecologic clinical practice for the first time were recruited for the study. Data were collected through written reflective care stories at the end of the rotation. Narratives from 35 students were analysed using qualitative content analysis, following Graneheim and Lundman.
Results: Four main themes emerged from the students’ narratives: (1) Professional identity questioning and humanistic care orientation, (2) Self-discovery and understanding nursing beyond tasks, (3) Struggles and barriers in providing emotional support, and (4) Satisfaction with the care offered and perceived self-efficacy. Students described reflecting on the kind of nurse they aspired to become, recognizing the importance of emotional presence alongside technical care, experiencing uncertainty in highly sensitive situations and reporting satisfaction with the care they offered and a sense of perceived self-efficacy when they addressed patient needs through education, problem-solving, and supportive presence.
Conclusions/implications for practice: Clinical learning environments and role modelling may influence students’ professional socialization in obstetrics and gynaecologic settings. The findings may inform educational approaches involving communication skills training, supervised reflective learning, and guidance for emotionally challenging encounters, which may support students’ perceived confidence in providing compassionate, person-centred and holistic care.
Supplementary Information: The online version contains supplementary material available at https://doi.org/10.1186/s12912-026-05160-3.
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BibTeX
@article{akman2026what,
title = {{“What Kind of Nurse Will I Be?”: a qualitative descriptive study of nursing students’ experiences in obstetric and gynaecologic clinical practice}},
author = {Gülay Akman and Gamze Yavaş},
journal = {BMC Nursing},
year = {2026},
month = aug,
doi = {10.1186/s12912-026-05160-3},
url = {https://doi.org/10.1186/s12912-026-05160-3},
note = {CC BY 4.0},
}
RIS
TY - JOUR
TI - “What Kind of Nurse Will I Be?”: a qualitative descriptive study of nursing students’ experiences in obstetric and gynaecologic clinical practice
AU - Gülay Akman
AU - Gamze Yavaş
PY - 2026
DA - 2026/08/08
JO - BMC Nursing
DO - 10.1186/s12912-026-05160-3
UR - https://doi.org/10.1186/s12912-026-05160-3
AB - Background: Obstetric and gynaecologic clinical practice may expose nursing students to emotionally demanding situations and complex care interactions that shape emerging professional identity and confidence. Aim: The aim of this study was to explore nursing students’ care experiences during their obstetric and gynaecologic clinical practice. Methods: A qualitative descriptive design was used. All eligible third-year nursing students who had participated in obstetric and gynaecologic clinical practice for the first time were recruited for the study. Data were collected through written reflective care stories at the end of the rotation. Narratives from 35 students were analysed using qualitative content analysis, following Graneheim and Lundman. Results: Four main themes emerged from the students’ narratives: (1) Professional identity questioning and humanistic care orientation, (2) Self-discovery and understanding nursing beyond tasks, (3) Struggles and barriers in providing emotional support, and (4) Satisfaction with the care offered and perceived self-efficacy. Students described reflecting on the kind of nurse they aspired to become, recognizing the importance of emotional presence alongside technical care, experiencing uncertainty in highly sensitive situations and reporting satisfaction with the care they offered and a sense of perceived self-efficacy when they addressed patient needs through education, problem-solving, and supportive presence. Conclusions/implications for practice: Clinical learning environments and role modelling may influence students’ professional socialization in obstetrics and gynaecologic settings. The findings may inform educational approaches involving communication skills training, supervised reflective learning, and guidance for emotionally challenging encounters, which may support students’ perceived confidence in providing compassionate, person-centred and holistic care. Supplementary Information: The online version contains supplementary material available at https://doi.org/10.1186/s12912-026-05160-3.
SN - 1472-6955
ER -