“A learning climate for discovery and awareness”: Physiotherapy students' perspective on learning and supervision in practice

Abstract Clinical placement is usually seen as the most enjoyable and rewarding aspect of physiotherapy students' education. Clinical supervision is an essential and integral component in the process of developing clinical competence. The aim of this study was to analyse how students experience the impact of supervision on their learning process while in practice. Information was collected through 10 qualitative interviews with interns and third-year students. The interviews were analysed using qualitative content analysis. Two main categories summarize the essence of what the students express as important concerning supervision and impact on their learning: (i) sense of trust and security, and (ii) balance of challenge and support. When the students in our study experience a sense of trust and security and a balance of challenge and support, this is recognized as a positive learning environment that can generate a climate for awareness and discovery. The clinical educator can be defined as a catalyst and mediator of resources who guides the students on by asking for reflection and reasoning. When highlighting significant experiences together with the student, reflecting on these while acknowledging the student's own effort and achievement, the supervisor will lead the student to their own discovery and awareness of the critical essence of the clinical situation.