Document Type : Original Article
Authors
1 Clinical Research Center, Pasteur Educational Hospital, Bam University of Medical Sciences, Bam, Iran
2 Department of Nursing, Aligoudarz School of Nursing, Lorestan University of Medical Sciences, Khorramabad, Iran
3 Department of Clinical Psychology, AllamehTabataba’i University, Tehran, Iran
Abstract
Introduction: Developing competent, confident nursing students requires bridging simulation and clinical practice. This study examined the experiences of learners and student coaches with a student-centered clinical coaching model designed to promote active learning, structured feedback, and leadership development.
Methods: A qualitative content analysis was conducted in 2025 through semi-structured interviews and focus groups with 12 participants (8 learners and 4 student-coaches) from the Faculty of Nursing, Lorestan University of Medical Sciences, Aligoudarz, Lorestan province, Iran. Participants were selected through purposive sampling to capture diverse, information-rich perspectives on the Student-Centered Clinical Coaching model. Data were analyzed using the Graneheim and Lundman method, ensuring trustworthiness through triangulation and member checking.
Results: Analysis revealed six main categories for learners: guided learning in a safe simulation environment (immediate feedback, emotional safety, progressive improvement), organized and predictable learning flow (clear structure, active engagement, peer support), physical and cognitive fatigue, logistical constraints, desire for personalization, and richer feedback methods. For student-coaches, six categories emerged: transition to leadership and communication development, calibration and consistency of feedback (shared standards, rubric use, aligned language), balancing dual roles with emotional strain, contextual barriers (workload, limited preparation time, role ambiguity), and strengthening the model through practical refinements, collaboration, and motivation. Both groups emphasized timely, calibrated feedback and structured sessions as key drivers of confidence, competence, and leadership growth.
Conclusion: The SCCC model enhanced learners’ competence and confidence, fostered leadership among student-coaches, and can be strengthened through structured peer coaching, mentor development, and supportive feedback systems to sustain effective, collaborative nursing education.
Keywords
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