Qualitative insights: emotional and ethical challenges in clinical teaching

The qualitative findings highlighted the significant emotional and ethical challenges experienced by both students and instructors during clinical practice. Participants frequently reported feelings of fear, confusion, and lack of confidence when transitioning into clinical environments, particularly when managing critically ill patients. In addition, ethical dilemmas and difficulties performing advanced clinical procedures were commonly described, indicating gaps in technical competence but also in ethical preparedness.

These findings are consistent with a study conducted in Jordan, where clinical instructors were reported to have limited practical experience despite their strong theoretical knowledge, thereby constraining their ability to effectively bridge theory and practice. Consequently, clinical teaching often remained predominantly theory-oriented, even within practical settings.1 This suggests that insufficient clinical competency among instructors may contribute to ineffective skill transfer and limit the ability of students to apply theoretical knowledge in clinical settings.

Participants in the present study emphasized that although clinical practice provided valuable real-world exposure, it was often not standardized, leading to variability in student learning experiences. Poor communication between theoretical and clinical instructors further compounded this issue, resulting in inconsistent supervision and assessment across training sites. These challenges undermined the continuity and coherence of clinical education and limited the effective integration of theory into practice.