Clinical education is the part of the nursing education where students gain experiential and practical knowledge in real clinical settings. It is essential because it allows nursing students to develop clinical competence by applying and integrate theoretical knowledge in patient encounters. The nursing process is a component of clinical competence and a systematic approach of providing care that involves critical thinking. The overall aim of this thesis was to explore how the nursing process can support nursing students’ learning and development of clinical competence during clinical education. The thesis has a qualitative research approach and consists of four interrelated studies, each designed to correspond to different aspects of the overall aim: qualitative descriptive design (I), focus group methodology (II), grounded theory (III) and qualitative longitudinal intervention study (IV). Data were collected through individual interviews (I, III, IV) and focus group discussions (II, III). The included participants were nursing students in the final year (I, III, IV), supervisors in clinical settings (II, III), clinical teacher (III) and teachers in nursing education from higher education (III). Data were analysed using qualitative content analysis (I), focus group methodology (II), constant comparative analysis (III) and pattern-oriented analysis (IV). To address the overall aim an interpretative synthesis was conducted to form a comprehensive understanding of the findings from all the sub studies. 

The overall findings show that the nursing process can provide a core structure for nursing students learning and the development of clinical competence during clinical education. The nursing process can serve as a framework for reflection, helping students give meaning to theory in practice. Through reflection and a deeper understanding of the nursing process in practice, students can adopt a more structured approach to their clinical work, which strengthens their clinical competence. However, for learning based on the nursing process to be meaningful, students must receive sufficient support and necessary prerequisites. The mutual relationship between student and supervisor is significant, as both have a responsibility to create conditions for learning and development. Students understanding and holistic view of the patient were enhanced when they were given the opportunity to consider the entire nursing process. A clinical education grounded in person-centred learning and mutual supervisory relationship offers a conducive environment for students to grow and enhance their clinical competence in becoming a nurse. 

In conclusion, the nursing process appears to be a valuable structure in nursing students’ learning during clinical education. Nursing students need support from supervisors and teachers to make the process meaningful in practice. The results have implications for educators in nursing programmes and supervisors in clinical practice in structuring and improving clinical education.