2022-02-042022-02-042021https://eresearch.qmu.ac.uk/handle/20.500.12289/11844Background: Practice placements are essential in nursing students learning and development, enabling them to make theoretical and practical links and develop confidence and competence in preparation for formal registration. Clinical nursing staff play a key role in teaching and supporting students to achieve this. However, it has been reported that some students feel clinical nursing staff neglect these professional and person-centred roles and responsibilities, which hinders students learning and negatively impacts their preparedness for practice. It is important to understand nursing students’ perspectives, to better inform and enhance the implementation of person-centred nursing pedagogy and nursing practice. This will help to create more positive and enabling learning experiences for students during practice placement and ultimately, help better prepare them for registration. Aim: To explore how clinical nursing staff effect baccalaureate nursing students’ learning experience, during practice placement. Design: An Interpretive Phenomenological study with person-centred theory. Methods: Unstructured interviews with 3rd and 4 h year baccalaureate nursing students from Queen Margaret University, in Scotland. With the students consent, the interviews are recorded and transcribed. Findings are analysed using the phenomenological concepts of essences.Thesis