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Responsibilities and expectations differ across healthcare systems, and research in the Swedish context remains limited. Addressing this gap is essential for understanding how clinical practice contributes to the development of professional readiness and competence. This study, therefore, aimed to describe the learning experiences of students and newly graduated nurse anesthetists, with a focus on the clinical learning environment and the stress it entails.<\/jats:p>\n                  <\/jats:sec>\n                  <jats:sec>\n                    <jats:title>Methods<\/jats:title>\n                    <jats:p>A convergent parallel mixed-methods design was used. In the quantitative strand, student nurse anesthetists were recruited using convenience sampling to complete a web-based survey that included the two instruments, \u201cClinical Learning Environment Supervision and Nurse Teacher evaluation scale\u201d and \u201cPerceived Stress Scale\u201d (with 10 items). Data were analyzed with descriptive statistics, while free-text answers were analyzed using summative content analysis and word frequencies. In the qualitative strand, newly graduated nurse anesthetists were recruited using purposive sampling to participate in individual semi-structured interviews. Data were analyzed with content analysis. After separate analysis, the pillar integration process was used to integrate quantitative and qualitative data.<\/jats:p>\n                  <\/jats:sec>\n                  <jats:sec>\n                    <jats:title>Results<\/jats:title>\n                    <jats:p>The analysis included data from 63 surveys (63\/225, 28%) and 13 interviews. The integration of data from both strands yielded two divergent themes, \u201cAn unfamiliar but supportive learning environment\u201d and \u201cExperience of stress,\u201d and two convergent themes, \u201cSupervisors, a facilitator to learning\u201d and \u201cDynamic learning situations.\u201d<\/jats:p>\n                  <\/jats:sec>\n                  <jats:sec>\n                    <jats:title>Conclusion<\/jats:title>\n                    <jats:p>Despite the challenges of adapting to new knowledge contexts, participants reported high satisfaction with the clinical learning environment, as shown by elevated scores in the Clinical Learning Environment Supervision and Nurse Teacher evaluation scale. Clinical supervisors played a pivotal role in supporting learning, and the environment\u2019s pedagogical flexibility enabled both individual and collaborative approaches. Although stress levels varied, the average Perceived Stress Scale score remained low.<\/jats:p>\n                  <\/jats:sec>","DOI":"10.1186\/s12909-026-09944-8","type":"journal-article","created":{"date-parts":[[2026,7,17]],"date-time":"2026-07-17T11:14:51Z","timestamp":1784286891000},"update-policy":"https:\/\/doi.org\/10.1007\/springer_crossmark_policy","source":"Crossref","is-referenced-by-count":1,"title":["Student nurse anesthetists\u2019 learning during clinical practice: a mixed-methods study"],"prefix":"10.1186","volume":"26","author":[{"given":"Jakob","family":"Hedlund","sequence":"first","affiliation":[],"role":[{"vocabulary":"crossref","role":"author"}]},{"given":"Karin","family":"Blomberg","sequence":"additional","affiliation":[],"role":[{"vocabulary":"crossref","role":"author"}]},{"given":"Hans","family":"Hjelmqvist","sequence":"additional","affiliation":[],"role":[{"vocabulary":"crossref","role":"author"}]},{"given":"Maria","family":"Jaensson","sequence":"additional","affiliation":[],"role":[{"vocabulary":"crossref","role":"author"}]}],"member":"297","published-online":{"date-parts":[[2026,7,17]]},"reference":[{"key":"9944_CR1","doi-asserted-by":"publisher","DOI":"10.1111\/jocn.15227","author":"G Averlid","year":"2020","unstructured":"Averlid G, H\u00f8glund JS. 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Permission to use the CLES\u2009+\u2009T and the PSS-10 was obtained from the respective copyright holders. Participants gave their written informed consent before the interview was performed.","order":1,"name":"Ethics","label":"Ethics approval and consent to participate","group":{"name":"EthicsHeading","label":"Declarations"}},{"value":"Not applicable.","order":2,"name":"Ethics","label":"Consent for publication","group":{"name":"EthicsHeading","label":"Declarations"}},{"value":"The authors declare that third author, HH is an Editorial Board Member of BMC Medical Education.","order":3,"name":"Ethics","label":"Competing interests","group":{"name":"EthicsHeading","label":"Declarations"}}],"article-number":"1198"}}