Exploring the Relationship between Role Ambiguity and Clinical Learning Achievement among B.Sc. Nursing Students: An Indian Perspective

Clinical learning is the cornerstone of nursing education, providing students the opportunity to integrate theoretical knowledge into clinical practice. However, ambiguity in student roles during clinical postings often leads to stress, poor confidence, and diminished learning achievement. This review explores the relationship between role ambiguity and clinical learning achievement among B.Sc. Nursing students, particularly in the Indian context. Evidence from national and international literature suggests that unclear role expectations and supervision gaps hinder student performance and satisfaction. Indian nursing education faces unique challenges- hierarchical work culture, faculty shortages, and inconsistent supervision- which intensify ambiguity. The review recommends strategies such as structured orientation, learning contracts, and faculty-ward collaboration to enhance role clarity and learning outcomes.