Keywords
hospital clinicalplacement
lived experience
clinical supervision
theory–practice gap
Democratic Republic of the Congo
How to Cite
Abstract
Introduction
Hospital clinical placements constitute a fundamental component of nursing education, enabling students to integrate theoretical knowledge, develop clinical competencies, and form a professional identity. In the Democratic Republic of the Congo (DRC), nursing students' lived experiences and perceptions during hospital placements remain underdocumented.
Purpose
To explore the perceptions, lived experiences, challenges, and learning opportunities of nursing students at the Higher Institute of Medical Techniques of Kinshasa (ISTM-Kinshasa) during hospital-based clinical placements.
Methods
A descriptive qualitative study was conducted among 24 undergraduate nursing students (L1 to L3) who had completed at least one hospital clinical placement. Participants were selected via purposive sampling. Data were collected through semi-structured individual interviews and analyzed using inductive thematic analysis following Braun and Clarke's framework.
Results
Six major themes emerged: (1) perceptions of clinical placements as learning opportunities; (2) organizational and material challenges; (3) emotional responses and coping strategies; (4) supervisory dynamics and staff relationships; (5) theory–practice gap; and (6) student expectations and recommendations. While students acknowledged placements as essential for practical skill acquisition and professional identity formation, systemic constraints—such as equipment shortages, inadequate preceptor ratios, high patient loads, and variable supervision quality—hindered their learning.
Conclusion
Optimizing clinical nursing education at ISTM-Kinshasa requires structured preceptor training, provision of essential clinical supplies, harmonized clinical evaluation tools, and improved academic-clinical partnerships.
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Copyright (c) 2026 Kabambi, T. F., Diwoto D. J., Tshiama, C. R., Kulembidila, N. E., Lumbanziladio, L. B., Lufandjolo, M. J., Amuli, J. J.