AIM/OBJECTIVE: To gain insights into the perspectives of registered nurse mentors on the practical skill learning of second-year student nurses during hospital placement by examining the mentors' experiences and expectations. BACKGROUND: Clinical placement is a cornerstone of bachelor nursing programmes. It is a vital platform for students to transfer, apply, and enhance practical nursing skills learned. During clinical placement, registered nurse mentors play a crucial supervisory role in student nurses' practical skill learning. However, a gap exists in understanding the mentors' perspectives on practical skill learning during placements in hospital environments. DESIGN: We used a qualitative, exploratory, and descriptive research design. Ten registered nurse mentors responsible for student supervision at two hospitals in southern Norway were included. Ten individual interviews were conducted. Ten interviews were audio-recorded and transcribed. A systematic text condensation analysis was performed. RESULTS: The following four categories were identified: 'experiences vs. expectations in practical skill knowledge', experiences vs. expectations of engagement', 'experiences of attitudes' and 'experiences and expectations of emotions'. CONCLUSION: This study deepened our understanding of issues concerning student nurses' practical skill learning during clinical placement from the perspective of registered nurse mentors. The results emphasise the complexity of learning practical skills and are associated with categories including knowledge, attitudes, engagement, and emotions. These results underscore the multifaceted nature of practical skill learning and highlight the need for comprehensive strategies to effectively address these areas in nursing education, setting the stage for future investigations and potential policy changes in this domain. TWEETABLE ABSTRACT: Registered nurse mentors' perspectives towards student nurses' practical skills.