Aim: This study aimed to describe supervisors' reasoning about conditions for nursing students' learning and development of clinical competence during their clinical education.

Design: A qualitative design with an inductive approach.

Methods: This study used a focus group methodology. A total of 21 supervisors from various hospital wards in northern Sweden participated in six focus groups. The data were analysed according to Krueger and Casey's description of focus groups.

Results: The analysis resulted in one overarching theme with six subthemes that described the conditions during the final year of clinical education. Students' learning and development of clinical competence was seen as an ‘interplay developed over time’ between the supervisor and the student, a mutual give-and-take in the supervisory relationship where both parties were responsible for ensuring that it became a growth opportunity.

Conclusion: The major finding was that the learning and development of clinical competence in students was a result of a dynamic interplay between the student and supervisor. This process is time-dependent, and both the student and supervisor share responsibility for this progression.

Implications for the Profession and Patient Care: Active and conscious reflection is a crucial component in achieving clinical competence. Students should be taught and encouraged to apply and develop reflective skills throughout their education.

Reporting Method: The study adhered to the COREQ checklist for qualitative studies.

Patient or Public Contribution: Registered nurses contributed data for this study.