| Sumario: | Background: Current literature is silent regarding the steps required to facilitate person-centred learning in practice between students and their clinical supervisors. This participatory person-centred inquiry was undertaken to address that gap and was underpinned by the theoretical perspectives of transformational learning and person-centredness. Aim: This research study aimed first to identify the essential steps for effective facilitation of personcentred learning between nursing students and clinical supervisors in the practice context, and second, to develop a guideline as the basis for a person-centred education programme for clinical supervisors. Methods: The study methodology was aligned to the principles of person-centred research, which are participatory and transformational in intention. The associated methods were embedded in critical dialogue and critical creativity, including the use of art to explore the experiences of the clinical supervisors. The information gathered was synthesised using a creative hermeneutic approach. Findings: Seven steps were identified: crafting healthful relationships; meet and check-in process; daily interaction and supervision; feedback in the moment; critical conversation; group debriefing; check out; and completion of the placement. Finally, to embed the guideline in practice learning, a personcentred educational programme for clinical supervisors was developed. Conclusions: Embedding guidelines for person-centred facilitation of learning in practice provides a basis for the education and practice of clinical supervisors. Further research is required to include the student voice in this process.
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