Association of borderline hypertension defined by ACC-AHA diagnostic criteria during pregnancy with neurodevelopment in infants.

In a constantly changing context where the population’s health needs are becoming complex and diverse, and safety and quality requirements are growing, it is essential that nurses acquire the necessary skills []. Acquiring these skills requires training that aligns with standards []. Nursing education combines theoretical courses and clinical learning. Clinical learning is a vital component of health education, representing 40%-50% of the education program []. Clinical training is based on Kolb’s experiential learning model []. This approach is based on two principles: contextualization and mentoring. Immersing students in real clinical learning environments (CLE), like hospitals, allows them to confront authentic situations to develop professional skills []. However, CLEs are often complex and challenging [], they often present structural, organizational, and socio-relational constraints that can hinder student learning [, ]. The pedagogical atmosphere, the relationship with supervisors, the institutional culture and the work organization in the clinical setting profoundly influence the internships experiences. A supportive CLE enables the development of technical and non-technical skills, contributes to the construction of students’ professional identity, and increases their commitment and satisfaction [, ]. While unsuitable CLE can negatively affect the learning process, leading to frustration and demotivation among students [], it can also fuel a negative attitude toward the nursing profession []. Previous studies have reported students dropping out of training and the profession due to unpleasant conditions and unsupportive pedagogical atmosphere within clinical settings [, ]. Within CLEs, students learn under the supervision of an expert. Kolb (2015) [] emphasizes the vital role of supervision in experiential learning. This component in health education is based on principles including scaffolding, modeling, coaching/supervision, articulation, reflection, and exploration []. The effectiveness of supervision depends on several factors, including the supervision model (one-on-one preceptorship or group-based approach) [] and the nature of the supervisor/student relationship [].