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Background: Experiential learning within clinical practice settings is a substantial component of undergraduate nursing education. This study described baccalaureate nursing students’ perception of how their belongingness evolves in clinical learning environments through partnerships with their clinical educator and unit-based nurses. Methods: The design of this study was constructivist grounded theory. The setting was a single four year baccalaureate nursing program located in Ontario, Canada. Eighteen students enrolled in third or fourth year of the program participated in a total of 22 semi-structured one-to-one interviews. Comparative methods were used to analyze the data. Results: The students’ described positioning for belongingness, persevering for belongingness, and ultimately, entering into belongingness. Belongingness was depicted as gaining entry into the nursing “atmosphere”, a privileged space unique to each clinical placement. In this space, students were granted access to rich learning and socialization opportunities in alliance with the unit-based nurses. For students unable to secure belongingness, learning within the clinical setting occurred as outsiders, exterior to the nursing atmosphere. Conclusion: Students described belongingness as possible when their demonstrated competencies were validated by others who had the capacity to optimize their professional socialization and development within the clinical setting.

Undergraduate nursing students’ belongingness in clinical learning environments: Constructivist grounded theory