At Viterbo University, many sophomore nursing students see their first clinical rotation as a long-awaited milestone that brings classroom lessons to life through real-world patient care. This semester, students are learning that clinicals offer more than just practice with technical skills. Between the excitement of new experiences and the nerves that come with hands-on care, they are discovering what it truly means to care for others.
For sophomore nursing students Maia Irwin and Kallie Weyer, the first semester of clinicals has been a journey of growth, and challenge. That combination of excitement and nervousness is something many nursing students share as they begin their first clinical experiences. For both Weyer and Irwin, the semester has emphasized forming meaningful connections and enhancing communication skills while working in the older adult clinical setting. “This semester has been more focused on connection and community than procedures,” Irwin explained. “It’s taught me that observation and assessment are just as important as action.”
During the first semester, much of the focus is on the older adult clinical, where students gain experience at sites such as Bay Harbor, Eagle Crest, and Myrick Park by working one-on-one with residents. Weyer, who previously worked in a nursing home, shared that the rotation offered valuable lessons for all students. “Even though our role is mainly to sit, talk, and build connections, it’s such a valuable part of nursing,” she said. “We learn patience, empathy, and how to communicate with residents who may have memory loss or dementia.”
Both students agreed that strong communication skills are just as essential to good nursing as clinical expertise. Irwin highlighted how understanding and managing emotions is essential to caring for patients effectively. “Some patients might not remember who you are, but they remember how you made them feel,” she said. “That’s such an important component of nursing.” Weyer shared a similar perspective, explaining that she has learned to “meet residents where they are” instead of trying to correct their confusion. She added that sometimes “the best care isn’t about setting someone straight but about making them feel safe and respected.”
The shift from classroom learning to hands-on clinical practice has, of course, some challenges. “In lecture, you can memorize information,” Irwin explained. “In clinical, you have to apply it in real time.” She shared that a mock simulation was the moment she truly began to feel like a nurse. “I was confused and unsure, but I realized that’s how you learn,” Irwin said. “Making mistakes in a safe environment prepares you for real patients later on.” For Weyer, giving insulin for the first time stood out as a defining achievement. “It made me realize how much responsibility nurses carry when it comes to medication safety,” she said.
Beyond their time at the clinical site, both students have worked to balance coursework, clinical hours, and personal well-being, which has tested their discipline. Weyer manages stress through careful scheduling and regular exercise, while Irwin prioritizes rest and prayer as part of her weekly routine. “Instead of treating rest like something I’ll get ‘if I have time,’ I try to build it into my schedule,” Irwin said. “You’re a better caregiver when you also take care of yourself.”
From their experiences, both students discovered that clinicals are where nursing students start to apply classroom knowledge in real settings and bring together skill and compassion. As Irwin put it, “Remember, every nurse who appears confident has been in my shoes before, too.” Both students look ahead to their next rotations with enthusiasm, ready to grow further in their skills and confidence.
