Type of boundary	Boundary experience	Learning mechanism
Delivery of nursing care (total of experiences mentioned: 121; examples of these experiences were mentioned by all of 14 participants)	Difference between current placement and school contents/ previous placements in understanding nursing care (eg skills, theory about pathologies, procedures)	Identification: comparing clinical contexts to identify (inherent) differences
		Identification: comparing school contents with practice to identify (inherent) differences
		Coordination: collecting information on the ward, asking questions, applying information of the ward in school assignments
		Coordination: asking how nursing care should be conducted in the current setting to make sure expectations are met
		Reflection: comparing and experimenting with different ways of working and thinking about underlying perspectives
		Transformation: trying to facilitate filling knowledge and skills gaps for future students
		Transformation: Trying to alter practice based on contemporary theory
	Difference between current placements and school contents/ previous placements in nursing behaviour in terms of approaching patients, approaching each other and prioritizing work	Identification Comparing possible different ways of conducting nursing care
		Coordination: working according to protocols to make sure they can’t be blamed
		Reflection: discussing patient care to strengthen or change their perspective
		Transformation: integrating different approaches to nursing care into their professional identity
	Differences between supervisors in delivering patient care	Identification: comparing different possible ways of conducting nursing care
		Coordination: adjusting own working style to the supervisor of the day
		Transformation: integrating different working styles into their professional identity
Understanding of the learning process (total of experiences mentioned: 155; examples of these experiences were mentioned by all of 14 participants)	Difference between current placement and school standards about time that can be devoted to ‘learning’ / skills that can be practiced/ learning opportunities granted	Coordination: discussing expectations based on requirements from school; trying to align expectations
	Difference between current placement and school standards/ previous placements in giving feedback, formulating learning goals	Coordination translating school requirements and assessment forms to the ward
		Coordination: taking practical arrangements to meet al requirements
		Reflection comparing different approaches to learning and recognizes own learning preferences
		Transformation: addressing issues to the ward to improve learning experiences for future students
	Difference between current placement and school standards/ previous placements or between supervisors in independency/level that is expected from the student	Coordination: discussing expectations based on requirements from school,
	Difference between supervisors in the current placement in expectancies regarding the learning process and students’ independency	Coordination: aligning supervision by making clear expectancies and achievements; arranging they work with preferred supervisors only