Objectives: To explore the values, practices, and behaviours that support nursing students' professional development in practice-based learning environments in Rwanda.
Methods: A focused ethnographic approach was used. Nursing students (n=12), nurses (n=11), clinical instructors (n=7) and nurse leaders (n=8) from three teaching hospitals and an educational program participated in the study. Data was collected trough individual interviews and participant observation.
Results: Participants embraced a culture of preparing nursing students for their professional roles as a professional responsibility, and a means of securing the nursing profession. Modeling the appropriate behaviours to students and respecting them as learners and humans constituted the caring attributes that sustain a positive learning environment for their professional growth.
Conclusions: Nurturing and caring environments offer students opportunities to integrate caring attitudes into their interactions with patients and to develop professionally.
Implications for international audience: Findings underscore the need to enhance caring values within nursing curricula.
Keywords: caring environments; focused ethnography; nursing student; practice-based learning environment; professional development.
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