Clinical studies constitute 50% of the bachelor program in nursing education in Norway, and the quality of these studies may be decisive for the students’ opportunities to learn and develop their professional competences. The aim of this study was to explore what bachelor students’ in nursing perceived to be important for having good learning experiences in clinical studies. Data was collected in a focus group interview with eight nursing students who were in the last year of the educational program. The interview was transcribed verbatim, and qualitative content analysis was used for exploring and interpreting the content of the interview text. One main theme emerged from the analysis: “being in a vulnerable and exposed position characterized by conflicting needs.” Four categories were found: “aspects related to the clinical setting”, “aspects related to the nurse supervisor,” “aspects related to the student,” and “aspects related to the student-supervisor relationship”. The findings revealed that the students' learning experiences and motivation were related to individual, relational, and organizational aspects. The students highlighted their own as well as their supervisors' attitudes and competences and the importance of positive relationships. In addition, feeling welcomed, included, and valued in the ward improved their motivation, self-confidence, and self-respect. 1. Introduction Organizing a good learning arena in clinical settings is crucial for bachelor students in nursing because a major part of their studies and training take place in that context. The quality of the clinical studies has, therefore, a great impact on the quality of the studies as a whole. Our impression is that the students’ experiences and how they perceive the quality of their clinical studies vary a lot. Clinical studies in nursing education are reported to represent the most stressful parts for the students, particularly in the initial periods due to lacking competence and knowledge [1, 2]. A decisive aspect for having positive learning experiences is described to be the relationship between the student and the nurse supervisor [1, 3–7]. Regular feedback, reflections, and practical advice from the supervisor are important factors for improving the students’ practical competence, confidence, motivation, and self-esteem [8]. The nurses may represent a positive role figure for the students in clinical training [3]. Having regular reflections and dialogue with their clinical supervisors are, therefore, among the most important ways for the students to learn [9]. Despite
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