We used a conventional, inductive content analysis in line with recommendations from Hsieh and Shannon [32]. The analysis followed four steps: (1) reading and rereading the transcripts to get an overall impression of the data (AGG, MTH, and ACL); (2) identification of keywords and meaningful units (coding): this included making notes of first impressions, thoughts, and initial analysis. Labels for codes emerged that were reflective of more than one key thought (the initial coding scheme) (AGG and MTH); (3) codes were then sorted into categories based on how different codes were related and linked. These emergent categories were used to organize group codes into meaningful clusters (AGG, MTH, and ACL). These were then presented and discussed between all authors; and (4) development of definitions for each category/subcategory, where examples for each category were identified from the data to prepare for reporting the findings.

In addition, a reflexive method was used to raise awareness among the researchers on factors that could have affected the interview process and dynamics [33]. Directly after each interview, the researchers noted down initial impressions and thoughts from the interview. The notes focused on student activity, own thoughts, and own experiences from many years of experience as educators and supervisors in clinical placement. This was included and discussed during the analysis process.

During the analysis, the transcripts were included in a table. Keywords were marked yellow. Meaningful units were then transferred to the next column (initial coding scheme), and collated categories were placed in the next column. This was an iterative process, moving back and forth from transcripts to codes to categories. The analysis consisted of several discussions between the researchers until consensus was reached. See Table 1 for an example of the analysis process.

Example of the analysis process.

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