Abstract
Supervisors in gerontological nursing practicum increasingly encounter instructional challenges related to student preparedness, the complexity of older adult care, and limited institutional support. This qualitative study explored these difficulties and interpreted them through Benner' s Novice-to-Expert framework to clarify their developmental characteristics. Semi-structured interviews were conducted with six supervisors from a general hospital in Japan, and data were analyzed thematically using grounded theory procedures. Analysis generated six categories within three domains: student readiness, supervisory teaching demands, and professionalism in clinical practice. Supervisors described limited clinical reasoning and insufficient preparation for fundamental care among students, as well as inconsistent professional behaviors and variable responsiveness to feedback. They also reported strain in balancing clinical and educational responsibilities under institutional constraints. Interpreted developmentally, these challenges reflect not isolated deficits but the evolving competencies of both students and supervisors within complex care environments. The findings indicate the need to strengthen pre-practicum preparation, support students' professional development and feedback literacy, and enhance institutional resources for supervisors. Improved collaboration between nursing schools and clinical sites is essential for building sustainable practicum environments that promote high-quality learning and supervisory well-being.
