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For fifteen years, the subject of missed nursing care has been a cause of concern for the profession of nursing and for researchers. Missed care is usually described as necessary patient care which is left undone, or incomplete due to lack of resources. Much of the research to date has focused on which types of care are missed, the structural and organizational antecedents, and the outcomes for patients, nurses and organizations. However, to date, the role of the nurse manager (NM) in relation to missed nursing care is largely unexplored. Nurses play a pivotal role in the provision of safe, high-quality care, and nurse managers (NMs) are integral to this process functioning as both managers and leaders within organizations (Weiss, Tappin, & Whitehead, 2015). As managers, they plan staffing and skill mix for optimum care, while maintaining focus on the strategic goals of the organization (Weiss et al., 2015). Likewise,

This paper reports a study, which explored student nurses experience in clinical practice. The aims of this study were to describe nurse education systems in clinical practice in eight nursing schools and compare the supervisory experiences of student nurses working in clinical settings. The nursing schools taking part in the study were members of the thematic european nursing network (TENN). A quantitative survey method was chosen for the method of this study. The sample (N=411) was collected using a validated research instrument from eight nursing schools participating in the TENN. The schools are located in Estonia, Belgium, Finland, Lithuania, Portugal, Romania, Turkey and United Kingdom. The data were collected during 2005. Although the nursing schools involved in TENN are in different development phases, however, the organisation of clinical practice is mainly similar. The percentage of clinical practice in a complete nursing programme varies from 38 to 57. Moreover, the duration of the clinical placements varies substantially across the nursing schools; from a couple weeks to 34 weeks. Students in this study evaluated their supervision experience positively. In three schools group or team supervision is the most common model. In the clinical placements where the pedagogical activities of staff nurses are notable, is a clear tendency towards a Mentorship model. However, approximately 10% of respondents perceived some practical problems in the organisation of Mentorship. Students' total satisfaction was observed to link with crucial variables but only connection with the variable Occurrence of supervision was statistically significant (p=0.000).