According to Masoumi and Sharif (2005) student's experiences of their clinical practice

provide greater insight to develop an effective clinical teaching strategy in nursing

education
Clinical experience has been always an integral part of nursing education. It prepares
student nurses to be able of "doing" as well as "knowing" the clinical principles in
practice. The clinical practice stimulates students to use their critical thinking skills for
problem solving. Clinical experience is one of the most anxiety producing components
of the nursing program which has been identified by nursing students. The lack of
clinical experience, unfamiliar areas, difficult patients, fear of making mistakes and
being evaluated by faculty members were expressed by the students as anxiety-
producing situations in their initial clinical experience.
The stressful events for nursing students during clinical have been studied by Hart and
Rotem. They also found out that the initial clinical experience was the most anxiety
producing part of their clinical experience. Some of the researchers came to realized
that nursing students have a great deal of anxiety when they begin their clinical practice
in the second year. It is hoped that an investigation of the student's view on their clinical
experience can help to develop an effective clinical teaching strategy in nursing
education.
Leh (2011) conducted a qualitative study in the United States that included 42 nursing
students who identified their preconceptions about the community health nursing clinical
rotation. Some students reported feeling insecure and unprepared about starting the
community health nursing clinical. In an acute setting, students usually have time to
research the disease process of a client as well as study their care plans. Another issue
that emerged from the study was the change of pace. Some students expressed looking
forward to a calmer more relaxed setting as compared to an acute situation, whereas
other students expressed feeling bored with all the downtime they would encounter in
a community health nursing clinical setting.
According to Baraz, Memarian and Vanaki the clinical learning environment is
considered to be a very effective way for nursing students to enhance their skills in the
process. But, it is stated that learning in clinical environments can be very challenging,
stressful, and unpredictable. The study indicated that the involvement of qualified
instructors in all aspects of clinical practice and a supportive clinical environment are
significant factors in the learning process of students.
It is said that positive interpersonal relationship of students influences their learning in
the clinical area. The use of return demonstrations were identified to be important.
Nursing students have said that their interpersonal relationships between the clinical
staff serves as a barrier to their learning. The negative experiences in the clinical setting
served as a burden that greatly changes their attitude and confidence towards the
program. And it led some to abandon the course of study (Lawal, Weaver, Bryan and
Lindo, 2015).