Background <p>Student nurses’ clinical placements are essential in shaping their competencies and professional identity. However, hostile or unsupportive clinical environments may hinder learning.</p> Objective <p>This study explored the experiences of ostracism among student nurses during clinical placements in Ghanaian hospitals.</p> Method <p>Semi-structured, in-depth interviews were conducted on 18 participants between March and May 2025 with student nurses following their clinical placements in Ghanaian hospitals. The interview guide was explicitly structured around Williams’ Temporal Need–Threat Model of Ostracism, ensuring alignment with its core constructs and stages. Data analysis followed Braun and Clarke’s six-phase thematic analysis and was conducted within a deductive framework, in which coding and theme development were guided by the model’s predefined categories. This theory-driven approach enabled systematic examination of participants’ experiences in relation to the reflexive, reflective, and resignation stages of ostracism, as well as the associated threats to belonging, self-esteem, control, and meaningful existence.</p> Results <p>Participants (<i>N</i> = 18) described four key exclusionary behaviours by professional nurse’s impact students’ confidence, learning, and motivation. These included emotional isolation, professional gatekeeping, perceived devaluation, and coping strategies.</p> Conclusion <p>The study highlighted the need for collaborative educational cultures in clinical settings and recommends structured mentorship, staff orientation, and feedback mechanisms to promote inclusive learning environments.</p> Clinical trial number <p>Not applicable.</p>