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ABSTRACT Aim To explore the experiences of nurses mentoring nursing students who study in an active collaborative learning model in their first clinical placement in nursing homes. Background Clinical nurses play a crucial role in providing a meaningful learning environment when mentoring nursing students. Active collaborative learning models are increasingly being implemented in clinical placements in nursing education and it is important to explore the experiences of mentoring nurses when implementing such models. In our study, a model where one mentor supports a learning cell of two students, again being supported by a team of two persons in joint positions, was explored. Design The study had a qualitative design, interviewing mentors in focus groups about their experiences with mentoring nursing students in a new, collaborative model. Methods Twenty‐seven mentors were interviewed in six focus groups. The data from the interviews were analysed using thematic analysis. Results Two main themes emerged from the analysis: (1) navigating to find the mentor role in a new approach and (2) sharing responsibility for student mentoring. Conclusions Mentors in active, collaborative learning models can experience a shift from emphasis on developing a close relationship with one student to emphasis on supporting a learning cell of two students in organising their learning. When introducing new models to practice learning it is essential to also provide a supportive structure for the mentors. Relevance to Clinical Practice Active collaborative learning models have the potential to provide more clinical placements of high quality. Nurses who mentor students need support. A supportive environment being facilitated by academic–practice collaboration provide a community of practice on mentoring for nurses. Patient or Public Contribution The result of the research was shared and discussed with stakeholders prior to submitting the article for publication.

Samarbeid mellom utdanningsinstitusjon og praksisfelt er av betydning for studentens læring i praksisstudier. Denne studien er en del av et større prosjekt hvor et overordnet mål er å styrke samarbeidet mellom utdanningsinstitusjon og praksisfelt blant annet ved bruk av kombinerte stillinger. Hensikt med delstudien er å utforske erfaringene lærere og sykepleiere høstet i kombinert stilling. Data er innhentet våren 2021 ved fokusgruppeintervju og analysert ved hjelp av konvensjonell innholdsanalyse jf. Hsieh & Shannon (2005). Resultatene viser at kombinerte stillinger ga et positivt fellesskap om veiledning, basert på utvidet forståelse for hverandres roller, og fremmet samarbeidet mellom utdanningsinstitusjon og praksisfelt. Usikkerhet i begynnelsen av praksisperioden på hva rollene skulle fylles med gikk seg til underveis. Studien ble gjennomført under covid 19-pandemien, noe som påvirket samarbeidet og samarbeidsformene. Sentralt for et vellykket resultat er forankring av stillingene på alle nivå i begge organisasjoner.