Voices from clinical placement: lived experiences of nursing students with specific learning disorders — a qualitative phenomenological exploratory study

Specific Learning Disorders (SLD) are increasingly prevalent in higher education and may significantly influence learning processes (1). In nursing education, clinical placement is central to professional identity development but can be particularly demanding for students with SLD, affecting cognitive performance, emotional well-being, and inclusion (2,3). Current evidence on this population remains limited and inconsistent, especially regarding the clinical learning environment, justifying further qualitative investigation. Methods A qualitative phenomenological study was conducted among nursing students with certified SLD enrolled at the University of Parma (Parma, Piacenza and Fidenza campuses). Semi-structured interviews explored experiences of clinical placement, perceived difficulties, coping strategies and institutional support. Data were audio-recorded, transcribed verbatim and analysed using Braun and Clarke’s thematic analysis. Ethical approval was obtained from the Area Vasta Emilia Nord Ethics Committee (Protocol n. 2025/0082438). Eleven participants (mean age 22.2 years) had been recruited and analysed. Results  Eleven semi-structured interviews were conducted with nursing students with SLDs (mean age 22 years). Data were analysed using Braun and Clarke’s thematic analysis. Four main themes emerged: (1) inner experience and identity, including self-esteem, perceived stigma, and challenges related to disclosing SLD; (2) operational challenges and compensatory strategies, particularly in medication management, memory, and task sequencing, addressed through personalised approaches such as note-taking, visual coding, and digital tools; (3) the tutor’s role as either support or barrier, with inclusive and patient tutors facilitating learning, while limited awareness of SLD and negative attitudes generated distress and hindered performance; and (4) visions for more inclusive education, including the need for visual and technology-enhanced teaching methods, smaller and targeted laboratory settings, improved tutor training, peer support, and continuous feedback systems. Students reported that their difficulties were influenced not only by their cognitive profile, but also by relational dynamics and organisational factors within clinical settings. Discussion Findings suggest that the clinical learning experience of students with SLD is shaped by a complex interaction between individual characteristics and contextual factors. Although students demonstrated strong adaptive capacity through effective compensatory strategies, the quality of the learning environment—particularly the tutor–student relationship and the level of institutional inclusivity—played a decisive role in their experience. Limited awareness of SLD among clinical tutors, together with persistent stigma, may reduce the effectiveness of existing support measures. These findings highlight the need for a systemic and culturally informed approach to inclusion within clinical education. Conclusion Nursing students with SLD can successfully engage in clinical training when supported by inclusive educational environments, adequately trained tutors, and personalised learning strategies. Promoting awareness, adapting teaching methods, and strengthening relational and organisational support systems are essential to foster equity and support professional development. Embracing cognitive diversity should be recognised as a valuable resource for advancing nursing education and clinical practice.