“…The identified issues were grouped into three subthemes including: Organisational which included the clinical educational and patient environment or culture (Hallett et al, 2021; Lash et al, 2006; Smith et al, 2016; Tee & Valiee, 2020; Thomas et al, 2015; Üzar‐Özçetin et al, 2021; Warshawski, 2021). The second subtheme was Aspects related to staff(ing) which included staff's lack of knowledge about the educational needs of RNS (Amoo et al, 2021; Hallett et al, 2021; Rafati et al, 2017; Smith et al, 2016; Tee & Valiee, 2020), specific staff personalities (Ahn & Choi, 2019; Anthony & Yastik, 2011; Birks et al, 2017; Courtney‐Pratt et al, 2018; Hallett et al, 2021; Smith et al, 2016; Thomas et al, 2015; Üzar‐Özçetin et al, 2021) and workload stress (Amoo et al, 2021; Rafati et al, 2017; Thomas et al, 2015). The final subtheme was Registered Nurse students' characteristics which encapsulated a lack of confidence, unbalanced power dynamics, and inherent vulnerability (Courtney‐Pratt et al, 2018; Kim et al, 2018; Lash et al, 2006; Rafati et al, 2017; Smith et al, 2016; Tee et al, 2016; Thomas et al, 2015).…”