Jean Claude Twahirwa^1,, Nsegiyumva Jean Paul¹, Hitayezu Elisee¹, Ndabarora Eleazar¹

Background: This study applies Kolb’s Experiential Learning Theory (ELT) which employed to involve Concrete Experience, Reflective Observation, abstract Conceptualization, Active Experimentation, to explore how postgraduate nursing students at the University of Rwanda experience clinical learning. Focusing on three learning styles—Assimilating, Converging, and Accommodating—it underscores the need for tailored educational strategies in clinical settings. Emphasizing self-directness, self-regulation, and emotional engagement, our approach aims to cultivate clinical expertise. Through reflection, mentorship, and hands-on experiences, we create an environment fostering both clinical competencies and personal development. Engaging with real clinical cases prepares students for future practice. The study documents insights from a medical-surgical nursing student in the Master of Science in Nursing program during clinical rotations at Rwandan referral hospitals. Peer mentorship between students from different cohorts enhances learning outcomes, supported by Human Resources for Health Staff. This comprehensive approach nurtures clinical skills and holistic professional growth in nursing students. Methods: This research employs a qualitative design, integrating qualitative analyzing of clinical learning experiences of postgraduate nursing students at the University of Rwanda. It focuses on two clinical rotations in Rwandan referral hospitals to observe changes over time. Participants include second cohort students paired with first cohort graduates for peer-mentorship. Quantitative data from pre- and post-rotation surveys and performance evaluations measure clinical competencies, self-regulation, and emotional engagement. Qualitative data from reflective journals, focus group discussions, and interviews provide detailed insights. Statistical methods analyze survey results, while thematic analysis identifies key themes in qualitative data. The study includes pre-rotation orientation, tailored learning activities, continuous mentorship, and post-rotation review. This comprehensive approach aims to understand and enhance the clinical learning process for nursing students.Results： The results of this study reveal significant insights into the clinical learning experiences of postgraduate nursing students at the University of Rwanda during their successive clinical rotations. The mixed-methods approach provided a comprehensive understanding of how tailored educational strategies based on Kolb’s Experiential Learning Theory (ELT) impacted student development and learning outcomes.Conclusions: The teaching strategies and processes employed in this study significantly supported students in achieving their clinical learning objectives by promoting self-organization and self-assessment. These methods fostered ownership of the learning process through inter-professional collaboration, commitment, and active engagement in self-learning and research, thereby enhancing students' knowledge. Facilitators provided timely feedback and support, which further facilitated student development. The strong collaboration between universities and hospitals, along with the dedication of health professionals to mentor new practitioners, contributed to the success of this approach. This model not only advances specialization in medical-surgical nursing in Rwanda but also establishes a robust framework for ongoing enhancement in clinical education.

Master’s, Clinical learning experiences, medical surgical nursing, student, focused clinical, learner centered teaching, referral hospital, Kolb’s Experiential Learning Theory