This research aimed to explore nursing students' problems in their clinical training to better improve the efficacy of clinical education. Particularly, it sought to (1) determine the universal challenges and concerns experienced by nursing student-trainees during their practicum, (2) identify the coping strategies they use to deal with these challenges, and (3) provide possible solutions in resolving such challenges.

            Employing a phenomenological method in qualitative research, this study probed the lived experiences of 20 purposively chosen nursing students using focus group discussions (FGDs). This method enabled a thorough comprehension of the significance they attach to their clinical education experiences. Thematic analysis showed repeated themes such as a lack of adequate relevant clinical skills among certain Clinical Instructors, lack of patient or family consent, problem in completing mandatory OR and DR cases, overloaded learning environments, and faculty-student communication gaps. The coping strategies involved turning to mentors for advice, peer collaboration, efficient time management, developing a relationship with patients, and autonomous learning. The recommendations highlighted enhancing CI assignments according to specialty, increasing awareness of the student role among patients, improving access to mandatory cases, enhancing facilities, and establishing steady channels of communication. The findings have significant implications for enhancing clinical education environments, providing equal learning environments, and enhancing the preparedness of nursing graduates for professional practice.