{"id":4204,"date":"2024-09-02T12:42:38","date_gmt":"2024-09-02T12:42:38","guid":{"rendered":"https:\/\/www.osmosis.org\/blog\/?p=4204"},"modified":"2025-09-23T14:25:10","modified_gmt":"2025-09-23T22:25:10","slug":"how-to-help-students-navigate-the-transition-from-the-classroom-to-clinical-learning","status":"publish","type":"post","link":"https:\/\/www.osmosis.org\/blog\/how-to-help-students-navigate-the-transition-from-the-classroom-to-clinical-learning","title":{"rendered":"How to Help Students Navigate the Transition From the Classroom to Clinical Learning"},"content":{"rendered":"<div id=\"ez-toc-container\" class=\"ez-toc-v2_0_80 ez-toc-wrap-center counter-hierarchy ez-toc-counter ez-toc-custom ez-toc-container-direction\">\n<div class=\"ez-toc-title-container\">\n<p class=\"ez-toc-title\" style=\"cursor:inherit\">In This Article<\/p>\n<span class=\"ez-toc-title-toggle\"><a href=\"#\" class=\"ez-toc-pull-right ez-toc-btn ez-toc-btn-xs ez-toc-btn-default ez-toc-toggle\" aria-label=\"Toggle Table of Content\"><span class=\"ez-toc-js-icon-con\"><span class=\"\"><span class=\"eztoc-hide\" style=\"display:none;\">Toggle<\/span><span class=\"ez-toc-icon-toggle-span\"><svg style=\"fill: #999;color:#999\" xmlns=\"http:\/\/www.w3.org\/2000\/svg\" class=\"list-377408\" width=\"20px\" height=\"20px\" viewBox=\"0 0 24 24\" fill=\"none\"><path d=\"M6 6H4v2h2V6zm14 0H8v2h12V6zM4 11h2v2H4v-2zm16 0H8v2h12v-2zM4 16h2v2H4v-2zm16 0H8v2h12v-2z\" fill=\"currentColor\"><\/path><\/svg><svg style=\"fill: #999;color:#999\" class=\"arrow-unsorted-368013\" xmlns=\"http:\/\/www.w3.org\/2000\/svg\" width=\"10px\" height=\"10px\" viewBox=\"0 0 24 24\" version=\"1.2\" baseProfile=\"tiny\"><path d=\"M18.2 9.3l-6.2-6.3-6.2 6.3c-.2.2-.3.4-.3.7s.1.5.3.7c.2.2.4.3.7.3h11c.3 0 .5-.1.7-.3.2-.2.3-.5.3-.7s-.1-.5-.3-.7zM5.8 14.7l6.2 6.3 6.2-6.3c.2-.2.3-.5.3-.7s-.1-.5-.3-.7c-.2-.2-.4-.3-.7-.3h-11c-.3 0-.5.1-.7.3-.2.2-.3.5-.3.7s.1.5.3.7z\"\/><\/svg><\/span><\/span><\/span><\/a><\/span><\/div>\n<nav><ul class='ez-toc-list ez-toc-list-level-1 ' ><li class='ez-toc-page-1 ez-toc-heading-level-2'><a class=\"ez-toc-link ez-toc-heading-1\" href=\"https:\/\/www.osmosis.org\/blog\/how-to-help-students-navigate-the-transition-from-the-classroom-to-clinical-learning\/#Prepare_Students_for_the_Transition\" >Prepare Students for the Transition<\/a><ul class='ez-toc-list-level-3' ><li class='ez-toc-heading-level-3'><a class=\"ez-toc-link ez-toc-heading-2\" href=\"https:\/\/www.osmosis.org\/blog\/how-to-help-students-navigate-the-transition-from-the-classroom-to-clinical-learning\/#Incorporate_Clinical_Reasoning_Opportunities_Early_in_the_Curriculum\" >Incorporate Clinical Reasoning Opportunities Early in the Curriculum<\/a><\/li><li class='ez-toc-page-1 ez-toc-heading-level-3'><a class=\"ez-toc-link ez-toc-heading-3\" href=\"https:\/\/www.osmosis.org\/blog\/how-to-help-students-navigate-the-transition-from-the-classroom-to-clinical-learning\/#Provide_Orientation_Sessions_for_Clinical_Placements\" >Provide Orientation Sessions for Clinical Placements<\/a><\/li><\/ul><\/li><li class='ez-toc-page-1 ez-toc-heading-level-2'><a class=\"ez-toc-link ez-toc-heading-4\" href=\"https:\/\/www.osmosis.org\/blog\/how-to-help-students-navigate-the-transition-from-the-classroom-to-clinical-learning\/#Strategies_for_Supporting_Students\" >Strategies for Supporting Students<\/a><ul class='ez-toc-list-level-3' ><li class='ez-toc-heading-level-3'><a class=\"ez-toc-link ez-toc-heading-5\" href=\"https:\/\/www.osmosis.org\/blog\/how-to-help-students-navigate-the-transition-from-the-classroom-to-clinical-learning\/#Mentorship_Programs_for_Guidance_and_Support\" >Mentorship Programs for Guidance and Support<\/a><\/li><li class='ez-toc-page-1 ez-toc-heading-level-3'><a class=\"ez-toc-link ez-toc-heading-6\" href=\"https:\/\/www.osmosis.org\/blog\/how-to-help-students-navigate-the-transition-from-the-classroom-to-clinical-learning\/#Encourage_Reflective_Practice_and_Self-Assessment\" >Encourage Reflective Practice and Self-Assessment<\/a><\/li><li class='ez-toc-page-1 ez-toc-heading-level-3'><a class=\"ez-toc-link ez-toc-heading-7\" href=\"https:\/\/www.osmosis.org\/blog\/how-to-help-students-navigate-the-transition-from-the-classroom-to-clinical-learning\/#Create_a_Culture_of_Psychological_Safety_in_Clinical_Settings\" >Create a Culture of Psychological Safety in Clinical Settings<\/a><\/li><\/ul><\/li><li class='ez-toc-page-1 ez-toc-heading-level-2'><a class=\"ez-toc-link ez-toc-heading-8\" href=\"https:\/\/www.osmosis.org\/blog\/how-to-help-students-navigate-the-transition-from-the-classroom-to-clinical-learning\/#Foster_Effective_Communication\" >Foster Effective Communication<\/a><ul class='ez-toc-list-level-3' ><li class='ez-toc-heading-level-3'><a class=\"ez-toc-link ez-toc-heading-9\" href=\"https:\/\/www.osmosis.org\/blog\/how-to-help-students-navigate-the-transition-from-the-classroom-to-clinical-learning\/#Clear_Communication_Between_Educators_and_Students\" >Clear Communication Between Educators and Students<\/a><\/li><li class='ez-toc-page-1 ez-toc-heading-level-3'><a class=\"ez-toc-link ez-toc-heading-10\" href=\"https:\/\/www.osmosis.org\/blog\/how-to-help-students-navigate-the-transition-from-the-classroom-to-clinical-learning\/#Address_Concerns_and_Providing_Constructive_Feedback\" >Address Concerns and Providing Constructive Feedback<\/a><\/li><li class='ez-toc-page-1 ez-toc-heading-level-3'><a class=\"ez-toc-link ez-toc-heading-11\" href=\"https:\/\/www.osmosis.org\/blog\/how-to-help-students-navigate-the-transition-from-the-classroom-to-clinical-learning\/#Utilize_Technology_for_Enhanced_Communication_and_Feedback_Mechanisms\" >Utilize Technology for Enhanced Communication and Feedback Mechanisms<\/a><\/li><\/ul><\/li><li class='ez-toc-page-1 ez-toc-heading-level-2'><a class=\"ez-toc-link ez-toc-heading-12\" href=\"https:\/\/www.osmosis.org\/blog\/how-to-help-students-navigate-the-transition-from-the-classroom-to-clinical-learning\/#Address_Diversity_and_Inclusion\" >Address Diversity and Inclusion<\/a><ul class='ez-toc-list-level-3' ><li class='ez-toc-heading-level-3'><a class=\"ez-toc-link ez-toc-heading-13\" href=\"https:\/\/www.osmosis.org\/blog\/how-to-help-students-navigate-the-transition-from-the-classroom-to-clinical-learning\/#Recognize_the_Impact_of_Diversity_on_the_Transition_Experience\" >Recognize the Impact of Diversity on the Transition Experience<\/a><\/li><li class='ez-toc-page-1 ez-toc-heading-level-3'><a class=\"ez-toc-link ez-toc-heading-14\" href=\"https:\/\/www.osmosis.org\/blog\/how-to-help-students-navigate-the-transition-from-the-classroom-to-clinical-learning\/#Create_Inclusive_Learning_Environments_That_Celebrate_Diversity\" >Create Inclusive Learning Environments That Celebrate Diversity<\/a><\/li><li class='ez-toc-page-1 ez-toc-heading-level-3'><a class=\"ez-toc-link ez-toc-heading-15\" href=\"https:\/\/www.osmosis.org\/blog\/how-to-help-students-navigate-the-transition-from-the-classroom-to-clinical-learning\/#Address_Unconscious_Bias_in_Clinical_Education\" >Address Unconscious Bias in Clinical Education<\/a><\/li><\/ul><\/li><li class='ez-toc-page-1 ez-toc-heading-level-2'><a class=\"ez-toc-link ez-toc-heading-16\" href=\"https:\/\/www.osmosis.org\/blog\/how-to-help-students-navigate-the-transition-from-the-classroom-to-clinical-learning\/#Next_Steps_to_Support_Student_Success_in_Clinical_Learning\" >Next Steps to Support Student Success in Clinical Learning<\/a><\/li><li class='ez-toc-page-1 ez-toc-heading-level-2'><a class=\"ez-toc-link ez-toc-heading-17\" href=\"https:\/\/www.osmosis.org\/blog\/how-to-help-students-navigate-the-transition-from-the-classroom-to-clinical-learning\/#Resources\" >Resources<\/a><\/li><\/ul><\/nav><\/div>\n\n<p class=\"wp-block-paragraph\">Transitioning from the classroom to clinical learning is a significant milestone for healthcare students. This phase is fraught with challenges, including adapting to new environments, applying theoretical knowledge in practical settings, and&nbsp;<a href=\"https:\/\/www.osmosis.org\/blog\/2024\/05\/27\/understanding-anxiety-disorders-a-helpful-guide-for-health-professionals\" target=\"_blank\" rel=\"noreferrer noopener\">anxiety<\/a>&nbsp;about interacting with real patients.&nbsp;<\/p>\n\n\n\n<p class=\"wp-block-paragraph\">Additionally, the pressure to perform can exacerbate&nbsp;<a href=\"https:\/\/www.osmosis.org\/blog\/2020\/07\/11\/how-to-tell-when-your-stress-level-is-becoming-harmful\" target=\"_blank\" rel=\"noreferrer noopener\">stress<\/a>&nbsp;and impact learning. Healthcare educators can help ease this transition and ensure students become competent, confident clinicians. Let&#8217;s explore strategies to prepare and support students during this critical period.&nbsp;<\/p>\n\n\n\n<h2 class=\"wp-block-heading\"><span class=\"ez-toc-section\" id=\"Prepare_Students_for_the_Transition\"><\/span>Prepare Students for the Transition<span class=\"ez-toc-section-end\"><\/span><\/h2>\n\n\n\n<p class=\"wp-block-paragraph\">Two ways to prepare students for the transition from classroom to clinical learning are to introduce&nbsp;<a href=\"https:\/\/www.osmosis.org\/events\/video\/clinical-practice:-how-to-apply-clinical-reasoning\" target=\"_blank\" rel=\"noreferrer noopener\">clinical reasoning skills<\/a>&nbsp;early on and provide orientation sessions for clinical placements.&nbsp;<\/p>\n\n\n\n<h3 class=\"wp-block-heading\"><span class=\"ez-toc-section\" id=\"Incorporate_Clinical_Reasoning_Opportunities_Early_in_the_Curriculum\"><\/span><strong>Incorporate Clinical Reasoning Opportunities Early in the Curriculum<\/strong><span class=\"ez-toc-section-end\"><\/span><\/h3>\n\n\n\n<p class=\"wp-block-paragraph\">Integrating clinical reasoning opportunities early in the curriculum helps students develop critical thinking and decision-making skills before they enter clinical settings. Tools like the&nbsp;<a href=\"https:\/\/www.osmosis.org\/clinical-sciences\" target=\"_blank\" rel=\"noreferrer noopener\">Osmosis Clinical Sciences<\/a>&nbsp;library can be invaluable in this regard. Osmosis provides interactive learning experiences that bridge the gap between basic sciences and clinical practice. By engaging with realistic case scenarios and clinical reasoning exercises, students build a solid foundation that prepares them for the complexities of patient care.<\/p>\n\n\n\n<h3 class=\"wp-block-heading\"><span class=\"ez-toc-section\" id=\"Provide_Orientation_Sessions_for_Clinical_Placements\"><\/span><strong>Provide Orientation Sessions for Clinical Placements<\/strong><span class=\"ez-toc-section-end\"><\/span><\/h3>\n\n\n\n<p class=\"wp-block-paragraph\">Orientation sessions are also vital for acclimating students to clinical environments. These sessions should cover essential information such as hospital protocols, patient interaction guidelines, and expectations during clinical placements. Introducing students to the clinical staff and providing a tour of the facilities helps reduce anxiety and creates a sense of familiarity and comfort.<\/p>\n\n\n\n<p class=\"wp-block-paragraph\">After preparing students for the transition, it&#8217;s essential to implement specific strategies that provide ongoing support as they navigate their clinical learning experiences.<\/p>\n\n\n\n<h2 class=\"wp-block-heading\"><span class=\"ez-toc-section\" id=\"Strategies_for_Supporting_Students\"><\/span>Strategies for Supporting Students<span class=\"ez-toc-section-end\"><\/span><\/h2>\n\n\n\n<p class=\"wp-block-paragraph\">Although the following support strategies are well-known, it&#8217;s vital for educators to utilize them to ensure a smooth transition from classroom to clinical learning.&nbsp;<\/p>\n\n\n\n<h3 class=\"wp-block-heading\"><span class=\"ez-toc-section\" id=\"Mentorship_Programs_for_Guidance_and_Support\"><\/span><strong>Mentorship Programs for Guidance and Support<\/strong><span class=\"ez-toc-section-end\"><\/span><\/h3>\n\n\n\n<p class=\"wp-block-paragraph\"><a href=\"https:\/\/www.osmosis.org\/blog\/2024\/01\/04\/on-the-mentorship-process-and-how-to-be-a-good-mentor-infographic\" target=\"_blank\" rel=\"noreferrer noopener\">Mentorship<\/a>&nbsp;programs connect students with experienced healthcare professionals who offer guidance, support, and practical advice. Mentors serve as role models, helping students navigate clinical challenges and develop professional skills. Regular meetings with mentors provide opportunities for students to discuss their experiences, ask questions, and receive personalized feedback.<\/p>\n\n\n\n<h3 class=\"wp-block-heading\"><span class=\"ez-toc-section\" id=\"Encourage_Reflective_Practice_and_Self-Assessment\"><\/span><strong>Encourage Reflective Practice and Self-Assessment<\/strong><span class=\"ez-toc-section-end\"><\/span><\/h3>\n\n\n\n<p class=\"wp-block-paragraph\">Reflective practice and self-assessment are critical for continuous learning and improvement. Educators should encourage students to reflect on their clinical experiences regularly, identify areas for growth, and set goals for their development. Structured reflection exercises, such as journaling or group discussions, facilitate deeper insights and foster a habit of self-evaluation.<\/p>\n\n\n\n<h3 class=\"wp-block-heading\"><span class=\"ez-toc-section\" id=\"Create_a_Culture_of_Psychological_Safety_in_Clinical_Settings\"><\/span><strong>Create a Culture of Psychological Safety in Clinical Settings<\/strong><span class=\"ez-toc-section-end\"><\/span><\/h3>\n\n\n\n<p class=\"wp-block-paragraph\">Students should feel comfortable expressing concerns, asking questions, and admitting mistakes without fear of judgment or reprisal. Educators can promote psychological safety by fostering an open,&nbsp;<a href=\"https:\/\/www.osmosis.org\/blog\/2024\/02\/13\/supporting-professional-identity-development-in-healthcare-students\" target=\"_blank\" rel=\"noreferrer noopener\">supportive environment<\/a>&nbsp;where feedback is constructive and respectful. Encouraging teamwork and collaboration also helps build trust and confidence among students.<\/p>\n\n\n\n<p class=\"wp-block-paragraph\">Implementing strategies for supporting students lays the groundwork for fostering effective communication, which is essential for their success in clinical settings.<\/p>\n\n\n\n<figure class=\"wp-block-image size-large\"><img loading=\"lazy\" decoding=\"async\" height=\"626\" width=\"1024\" src=\"https:\/\/www.osmosis.org\/blog\/wp-content\/uploads\/sites\/2\/2024\/09\/diverse-group-sitting-at-a-table-talking.png?w=1024\" alt=\"A group of people, two men, two women, sitting at a table talking.\" class=\"wp-image-4206\" srcset=\"https:\/\/www.osmosis.org\/blog\/wp-content\/uploads\/sites\/2\/2024\/09\/diverse-group-sitting-at-a-table-talking.png 1677w, https:\/\/www.osmosis.org\/blog\/wp-content\/uploads\/sites\/2\/2024\/09\/diverse-group-sitting-at-a-table-talking.png?resize=300,184 300w, https:\/\/www.osmosis.org\/blog\/wp-content\/uploads\/sites\/2\/2024\/09\/diverse-group-sitting-at-a-table-talking.png?resize=768,470 768w, https:\/\/www.osmosis.org\/blog\/wp-content\/uploads\/sites\/2\/2024\/09\/diverse-group-sitting-at-a-table-talking.png?resize=1024,626 1024w, https:\/\/www.osmosis.org\/blog\/wp-content\/uploads\/sites\/2\/2024\/09\/diverse-group-sitting-at-a-table-talking.png?resize=1536,940 1536w\" sizes=\"auto, (max-width: 1024px) 100vw, 1024px\" \/><\/figure>\n\n\n\n<h2 class=\"wp-block-heading\"><span class=\"ez-toc-section\" id=\"Foster_Effective_Communication\"><\/span>Foster Effective Communication<span class=\"ez-toc-section-end\"><\/span><\/h2>\n\n\n\n<p class=\"wp-block-paragraph\">Since&nbsp;<a href=\"https:\/\/www.osmosis.org\/blog\/2024\/07\/02\/how-to-build-learner-communication-skills-to-boost-clinical-competence\" target=\"_blank\" rel=\"noreferrer noopener\">communication is one of the most important skills&nbsp;<\/a>in healthcare, it&#8217;s best to help students develop these skills even more when they transition to clinical settings.&nbsp;<\/p>\n\n\n\n<h3 class=\"wp-block-heading\"><span class=\"ez-toc-section\" id=\"Clear_Communication_Between_Educators_and_Students\"><\/span><strong>Clear Communication Between Educators and Students<\/strong><span class=\"ez-toc-section-end\"><\/span><\/h3>\n\n\n\n<p class=\"wp-block-paragraph\">Educators should set clear expectations, provide timely and specific feedback, and maintain open lines of communication. Regular check-ins and feedback sessions ensure that students feel supported and allowed to address any challenges they encounter promptly.<\/p>\n\n\n\n<h3 class=\"wp-block-heading\"><span class=\"ez-toc-section\" id=\"Address_Concerns_and_Providing_Constructive_Feedback\"><\/span><strong>Address Concerns and Providing Constructive Feedback<\/strong><span class=\"ez-toc-section-end\"><\/span><\/h3>\n\n\n\n<p class=\"wp-block-paragraph\">Constructive feedback is vital for student development. Educators should provide balanced feedback that highlights strengths and identifies areas for improvement. Addressing concerns promptly and empathetically helps students feel valued and understood. Encouraging a two-way dialogue allows students to share their perspectives and contributes to a collaborative learning environment.<\/p>\n\n\n\n<h3 class=\"wp-block-heading\"><span class=\"ez-toc-section\" id=\"Utilize_Technology_for_Enhanced_Communication_and_Feedback_Mechanisms\"><\/span><strong>Utilize Technology for Enhanced Communication and Feedback Mechanisms<\/strong><span class=\"ez-toc-section-end\"><\/span><\/h3>\n\n\n\n<p class=\"wp-block-paragraph\">Tools such as online discussion forums, messaging apps, and digital feedback platforms facilitate timely and effective communication between educators and students. Virtual simulation tools and telemedicine platforms provide additional opportunities for practice and feedback in a controlled, flexible environment.<\/p>\n\n\n\n<p class=\"wp-block-paragraph\"><a href=\"https:\/\/www.osmosis.org\/events\/video\/fostering-interprofessional-partnerships-for-optimal-care-and-positive-patient-outcomes\" target=\"_blank\" rel=\"noreferrer noopener\">Fostering effective communication<\/a>&nbsp;creates a solid foundation for addressing diversity and inclusion, ensuring that all students feel valued and supported in their learning environment.<\/p>\n\n\n\n<h2 class=\"wp-block-heading\"><span class=\"ez-toc-section\" id=\"Address_Diversity_and_Inclusion\"><\/span>Address Diversity and Inclusion<span class=\"ez-toc-section-end\"><\/span><\/h2>\n\n\n\n<p class=\"wp-block-paragraph\">We know&nbsp;<a href=\"https:\/\/www.ncbi.nlm.nih.gov\/pmc\/articles\/PMC7387183\/\" target=\"_blank\" rel=\"noreferrer noopener\">diversity and inclusion in healthcare systems<\/a>&nbsp;are vital, so educators should create an equitable learning environment where all students thrive and feel respected.<\/p>\n\n\n\n<h3 class=\"wp-block-heading\"><span class=\"ez-toc-section\" id=\"Recognize_the_Impact_of_Diversity_on_the_Transition_Experience\"><\/span><strong>Recognize the Impact of Diversity on the Transition Experience<\/strong><span class=\"ez-toc-section-end\"><\/span><\/h3>\n\n\n\n<p class=\"wp-block-paragraph\">Diversity significantly impacts students&#8217; transition experiences. Factors such as cultural background, language proficiency, and socioeconomic status may influence how students adapt to clinical settings. Recognizing these factors allows educators to provide tailored support that addresses individual needs and challenges.<\/p>\n\n\n\n<h3 class=\"wp-block-heading\"><span class=\"ez-toc-section\" id=\"Create_Inclusive_Learning_Environments_That_Celebrate_Diversity\"><\/span><strong>Create Inclusive Learning Environments That Celebrate Diversity<\/strong><span class=\"ez-toc-section-end\"><\/span><\/h3>\n\n\n\n<p class=\"wp-block-paragraph\">Inclusive learning environments celebrate diversity and promote equity. Educators should strive to create a welcoming atmosphere where all students feel respected and valued. This includes incorporating diverse perspectives into the curriculum, promoting cultural competence, and fostering an environment where differences are embraced and celebrated.<\/p>\n\n\n\n<h3 class=\"wp-block-heading\"><span class=\"ez-toc-section\" id=\"Address_Unconscious_Bias_in_Clinical_Education\"><\/span><strong>Address Unconscious Bias in Clinical Education<\/strong><span class=\"ez-toc-section-end\"><\/span><\/h3>\n\n\n\n<p class=\"wp-block-paragraph\"><a href=\"https:\/\/www.osmosis.org\/events\/video\/how-to-recognize-and-overcome-unconscious-bias-in-healthcare\" target=\"_blank\" rel=\"noreferrer noopener\">Unconscious bias<\/a>&nbsp;can affect interactions and learning experiences in clinical education. Educators must be aware of their own biases and actively work to mitigate them, which can be achieved through training programs that focus on recognizing and addressing bias, promoting inclusive teaching practices, and ensuring that assessment and evaluation processes are fair and equitable.<\/p>\n\n\n\n<h2 class=\"wp-block-heading\"><span class=\"ez-toc-section\" id=\"Next_Steps_to_Support_Student_Success_in_Clinical_Learning\"><\/span>Next Steps to Support Student Success in Clinical Learning<span class=\"ez-toc-section-end\"><\/span><\/h2>\n\n\n\n<p class=\"wp-block-paragraph\">Navigating the transition from the classroom to clinical learning is a complex process. By preparing students early, providing robust support mechanisms, fostering effective communication, and addressing diversity and inclusion, educators can help students overcome these challenges and develop into competent, compassionate clinicians. Through these efforts, the next generation of healthcare providers will be better equipped to deliver high-quality patient care and thrive in their professional careers.<\/p>\n\n\n\n<p class=\"wp-block-paragraph\"><strong>Interested in learning how Osmosis can support student success in clinical learning?&nbsp;<a href=\"https:\/\/educators.osmosis.org\/schedule-a-call\/\" target=\"_blank\" rel=\"noreferrer noopener\">Schedule a call today<\/a>.<\/strong><\/p>\n\n\n\n<h2 class=\"wp-block-heading\"><span class=\"ez-toc-section\" id=\"Resources\"><\/span>Resources<span class=\"ez-toc-section-end\"><\/span><\/h2>\n\n\n\n<ul class=\"wp-block-list\">\n<li><a href=\"https:\/\/www.osmosis.org\/blog\/2024\/07\/02\/how-to-build-learner-communication-skills-to-boost-clinical-competence\" target=\"_blank\" rel=\"noreferrer noopener\">https:\/\/www.osmosis.org\/blog\/2024\/07\/02\/how-to-build-learner-communication-skills-to-boost-clinical-competence<\/a><\/li>\n\n\n\n<li><a href=\"https:\/\/www.ncbi.nlm.nih.gov\/pmc\/articles\/PMC7387183\/\" target=\"_blank\" rel=\"noreferrer noopener\">https:\/\/www.ncbi.nlm.nih.gov\/pmc\/articles\/PMC7387183\/<\/a><\/li>\n<\/ul>\n","protected":false},"excerpt":{"rendered":"<p>Transitioning from the classroom to clinical learning is a significant milestone for healthcare students. This phase is fraught with challenges, including adapting to new environments, applying theoretical knowledge in practical settings, and&nbsp;anxiety&nbsp;about interacting with real patients.&nbsp; Additionally, the pressure to perform can exacerbate&nbsp;stress&nbsp;and impact learning. Healthcare educators can help ease this transition and ensure students [&hellip;]<\/p>\n","protected":false},"author":179,"featured_media":4205,"comment_status":"open","ping_status":"open","sticky":false,"template":"","format":"standard","meta":{"_jetpack_newsletter_access":"","_jetpack_dont_email_post_to_subs":false,"_jetpack_newsletter_tier_id":0,"_jetpack_memberships_contains_paywalled_content":false,"_jetpack_feature_clip_id":0,"_jetpack_memberships_contains_paid_content":false,"footnotes":"","jetpack_post_was_ever_published":false},"categories":[17],"tags":[],"class_list":["post-4204","post","type-post","status-publish","format-standard","has-post-thumbnail","hentry","category-educators"],"yoast_head":"<!-- This site is optimized with the Yoast SEO plugin v23.6 - https:\/\/yoast.com\/wordpress\/plugins\/seo\/ -->\n<title>How to Help Students Navigate the Transition From the Classroom to Clinical Learning - Osmosis Blog<\/title>\n<meta name=\"robots\" content=\"index, follow, max-snippet:-1, max-image-preview:large, max-video-preview:-1\" \/>\n<link rel=\"canonical\" href=\"https:\/\/www.osmosis.org\/blog\/how-to-help-students-navigate-the-transition-from-the-classroom-to-clinical-learning\" \/>\n<meta property=\"og:locale\" content=\"en_US\" \/>\n<meta property=\"og:type\" content=\"article\" \/>\n<meta property=\"og:title\" content=\"How to Help Students Navigate the Transition From the Classroom to Clinical Learning - Osmosis Blog\" \/>\n<meta property=\"og:description\" content=\"Transitioning from the classroom to clinical learning is a significant milestone for healthcare students. This phase is fraught with challenges, including adapting to new environments, applying theoretical knowledge in practical settings, and&nbsp;anxiety&nbsp;about interacting with real patients.&nbsp; Additionally, the pressure to perform can exacerbate&nbsp;stress&nbsp;and impact learning. 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