Clinical environment as a learning environment: student nurses’ perceptions concerning clinical learning experiences

2003 ◽  
Vol 23 (4) ◽  
pp. 262-268 ◽  
Author(s):  
Inkeri Papp ◽  
Marjatta Markkanen ◽  
Mikaela von Bonsdorff
Keyword(s):  
Learning Environment ◽  
Learning Experiences ◽  
Student Nurses ◽  
Clinical Learning ◽  
Clinical Environment ◽  
Nurses Perceptions

scholarly journals Attitude of Nursing Students Towards Work in the Clinical Learning Environment

2021 ◽  
Vol 6 (1) ◽  
pp. 54
Author(s):  
Chiamaka Rosemary Anagor ◽  
Felicia Ekwok Lukpata ◽  
Jennifer Nkeiruka Ikechukwu-Okoroezi ◽  
May Ulunma Obiora
Keyword(s):  
Nursing Students ◽  
Learning Environment ◽  
Student Nurses ◽  
Clinical Work ◽  
High Rate ◽  
Clinical Learning ◽  
Clinical Environment ◽  
Clinical Learning Environment ◽  
Students Attitudes ◽  
Theory Practice Gap

Introduction: Exposure to the clinical learning environment is indispensable for the nursing students as it provides experiences which are basic and significant to the development of professional skills as well as bridge the theory-practice gap. Despite the importance of clinical learning, nursing students’ attitudes in the clinical environment has been a concern.Purpose: This paper reviewed the attitude of nursing students towards work in the clinical learning environment.Method: Electronic searches using scholarly databases were employed and only significant articles that met the review objective were utilized.Findings: This review revealed that there is a high rate of unauthorized student nurses’ absenteeism as majority are absent from clinical work without permission. There is also an appalling display of lateness behavior as students arrive at work after the scheduled time. Interestingly, most students are willing to carry out procedures while some are nonchalant due to the stressful and anxiety provoking tasks. Student nurses felt that there is an unspoken comparison, discrimination and disrespect displayed by their seniors and medical colleagues towards them.Conclusion: There is overwhelming evidence from literature supporting the negative attitudes of nursing students in the clinical environment. It was therefore recommended that students should be psychologically prepared in their schools before exposure to the clinical environment. There should be an effort to build students’ self-esteem and professional self-concept by the relevant authorities. Finally, to bridge the rift between inter-professionals, there is need for more social interaction opportunities where everyone will value what each member contributes to the team. 

scholarly journals Student nurses’ experiences regarding their clinical learning opportunities in a public academic hospital in Gauteng province, South Africa

2020 ◽  
Vol 25 ◽  
Author(s):  
Mpho N. Motsaanaka ◽  
Agnes Makhene ◽  
Hafisa Ally
Keyword(s):  
Clinical Skills ◽  
Learning Experiences ◽  
Student Nurses ◽  
Learning Opportunities ◽  
Clinical Learning ◽  
Emotional Experiences ◽  
Academic Hospital ◽  
General Psychiatry ◽  
Field Notes ◽  
Professional Nurses

Background: During the training of student nurses, clinical placement is a compulsory requirement, as it exposes them to learning opportunities for the acquisition of clinical skills. This prepares them to become safe and competent professional nurses. However, the increased intake of student nurses in the Gauteng nursing colleges led to overcrowding in a public academic hospital, thus negatively influencing their learning experiences and availability of clinical learning opportunities.Aim: The purpose was to explore and describe the student nurses’ experiences regarding their clinical learning opportunities to make recommendations to enhance their clinical learning opportunities in order to address the optimisation of their learning experiences.Methodology: A qualitative, exploratory, descriptive and contextual research design was used. A purposive sampling method was used to select second-year student nurses registered in the Regulation (R425) programme for qualifying as a nurse (general, psychiatry and community) and midwife, as they would have acquired at least 1 year of clinical experience. Four focus groups, which comprised six to eight participants, were constituted, and research was conducted until data were saturated. Field notes were simultaneously taken to enrich the data collected. Thematic coding of qualitative data was used. Principles of trustworthiness and ethical principles were adhered to.Results: The study revealed four themes. Three were negative experiences that included overcrowding, negative emotional experiences of student nurses and challenges of professional nurses. A theme concerning positive experience entailed knowledge-sharing amongst various health care disciplines.Conclusion: It was evident that student nurses had more negative emotional experiences than positive experiences. Therefore, the need to enhance their clinical learning opportunities in order to address the optimisation of learning experiences is eminent.

scholarly journals Perceptions of studemt nurses of their personal and academic development during placement in the community as a clinical learning environment

Curationis ◽  
1998 ◽  
Vol 21 (1) ◽  
Author(s):  
N. Dana ◽  
N.S. Gwele
Keyword(s):  
Nursing Students ◽  
Learning Environment ◽  
Academic Development ◽  
Rank Correlation ◽  
Student Nurses ◽  
Role Clarity ◽  
Clinical Learning ◽  
Clinical Learning Environment ◽  
Opportunities For Learning ◽  
Descriptive Survey

A descriptive survey was conducted to investigate the perceptions of student nurses about the community as a clinical learning environment. Thirty nine students (21 second years and 18 third years) participated in the study. A seven-point Likert scale questionnaire was used to obtain data on how nursing students perceived the community as a clinical learning environment in facilitating their personal and academic development. The questionnaire items were categorised according to (a) independence on learning, (b) opportunities for learning, peer support, (d) organisational support, (e) quality of supervision, (f) role clarity, and (g) satisfaction with chosen career. Data were analysed using descriptive and inferential statistics. Of the eight clinical learning variables studied, means scores and standard deviations of seven variables yielded positive perceptions of students about the community as a clinical learning environment. On Spearman rank correlation all the variables correlated positively with personal and academic development. A difference on three variables, personal and academic development, opportunities for learning and satisfaction with chosen career was found between perceptions of second and third year students on analysis of variance (ANOVA). In two variables, that is, personal and academic development and satisfaction with nursing as a chosen career, the second year students were more positive than third year students. Third year students perceived the community negatively with regard to opportunities for learning.

Perception regarding clinical learning environment among undergraduate nursing students

2021 ◽  
pp. 451-457
Author(s):  
Shaveta Sharma ◽  
Jogindra Vati
Keyword(s):  
Nursing Education ◽  
Nursing Students ◽  
Learning Environment ◽  
Student Evaluation ◽  
Clinical Staff ◽  
Clinical Learning ◽  
Clinical Environment ◽  
Clinical Learning Environment ◽  
Undergraduate Nursing Students ◽  
Undergraduate Nursing

Clinical experience is an integral aspect of nursing education as it transforms the theoretical knowledge into practice and the cornerstone of nursing as a health profession. The experience gained through a good and supportive clinical environment includes the atmosphere of the clinical placement unit, and the relationships shared with clinical staff supervisors (staff nurses) and mentors (Clinical instructors) that will affect the students learning. Elements like good teaching, relationship with the clinical staff and opportunity to practice, need to be assessed to have an understanding of the student’s perception regarding clinical learning environment. The aim of the present study was to assess the clinical learning environment among undergraduate nursing students of various colleges of Punjab. Materials and methods: A non experimental, descriptive research design was used to assess the perception regarding clinical learning environment among undergraduate nursing students. SECEE inventory (student evaluation of clinical education environment) by Kari Jecklin - Sand was used to determine the clinical learning environment. Five Nursing institutions were selected conveniently to select 500 under graduate nursing students randomly. Results and Major Findings: The findings of the study revealed that Majority (68%) of the study subjects were satisfied with their clinical learning environment followed by 30.8% who were moderately satisfied and only 1.2% were unsatisfied with their clinical learning environment. As per the Personal Profile of the study subjects, age and gender were found highly significant with the perceived clinical environment score at the 0.01 level of significance whereas no significant association was found out with the habitat, marital status, type of family, place of stay during study and financing during study. As per the family background, mother’s occupation was found highly associated with the clinical learning environment score whereas no association was found with the annual income of parents, education of mother, education of father, father’s occupation and number of siblings.

Evaluation of the Clinical Learning Experience of Nursing Students: a Cross-Sectional Descriptive Study

2018 ◽  
Vol 15 (1) ◽  
Author(s):  
Elena Gurková ◽  
Katarína Žiaková
Keyword(s):  
Nursing Students ◽  
Learning Environment ◽  
Learning Experience ◽  
Descriptive Study ◽  
Clinical Learning ◽  
Clinical Environment ◽  
Clinical Learning Environment ◽  
Cross Sectional ◽  
Factors Affecting ◽  
Eastern European Countries

AbstractThe purpose of the cross-sectional descriptive study was to explore and compare the students’ experiences of the clinical environment and supervision in Slovakia. Students’ clinical learning experience were measured by the valid and reliable clinical learning instrument. A higher frequency of successful supervisory experience was found in the universities which provided accredited mentor preparation programmes or courses and individualised supervisory approaches. Frequency of supervision meetings, the occupational title of a supervisor and mainly the supervision model have an association with students ‘perceptions of different domains of clinical learning environment. The duration of the placement was not related to students’ experience and perceptions of the learning environment. Slovak students reported higher score regarding the quality of nursing care or ward culture than in the supervisory relationships between students, clinical and school staff. Further studies in this field, extended to different Eastern European countries and clinical settings, may help us to understand factors affecting workplace training.

scholarly journals Student nurses’ experiences during clinical practice in the Limpopo Province

Curationis ◽  
2008 ◽  
Vol 31 (1) ◽  
Author(s):  
BT Mabuda
Keyword(s):  
Clinical Practice ◽  
Interpersonal Relationships ◽  
Teaching And Learning ◽  
Learning Experiences ◽  
Student Nurses ◽  
Limpopo Province ◽  
Clinical Learning ◽  
Opportunities For Learning ◽  
Nursing College ◽  
Contextual Study

A qualitative, exploratory, descriptive and contextual study was conducted to explore student nurses’ experiences during clinical practice at a nursing college in the Limpopo Province. Purposive sampling was used and phenomenological interviews were held with eleven (11) student nurses who were in their final year of the four year basic nursing programme. The interviews were analysed by using Tesch’s method of data analysis for qualitative research. The findings indicate that there are aspects which impact negatively on student nurses’ clinical learning experiences, such as lack of teaching and learning support, lack of opportunities for learning, poor theory-practice integration, and poor interpersonal relationships between the students, college tutors and ward staff. Recommendations to enhance the clinical learning experiences of student nurses were outlined.

scholarly journals Facilitative and obstructive factors in the clinical learning environment: Experiences of pupil enrolled nurses

Curationis ◽  
2015 ◽  
Vol 38 (1) ◽  
Author(s):  
Eucebious Lekalakala-Mokgele ◽  
Ernestine M. Caka
Keyword(s):  
Nursing Students ◽  
Learning Environment ◽  
Clinical Staff ◽  
Clinical Learning ◽  
Clinical Environment ◽  
Clinical Learning Environment ◽  
Self Directed Learning ◽  
Military Nursing ◽  
Data Saturation ◽  
Fear And Anxiety

Background: The clinical learning environment is a complex social entity that influences student learning outcomes in the clinical setting. Students can experience the clinical learning environment as being both facilitative and obstructive to their learning. The clinical environment may be a source of stress, creating feelings of fear and anxiety which in turn affect the students’ responses to learning. Equally, the environment can enhance learning if experienced positively.Objectives: This study described pupil enrolled nurses’ experiences of facilitative and obstructive factors in military and public health clinical learning settings.Method: Using a qualitative, contextual, exploratory descriptive design, three focus group interviews were conducted until data saturation was reached amongst pupil enrolled nurses in a military School of Nursing.Results: Data analysed provided evidence that acceptance by clinical staff and affordance of self-directed learning facilitated learning. Students felt safe to practise when they were supported by the clinical staff. They felt a sense of belonging when the staff showed an interest in and welcomed them. Learning was obstructed when students were met with condescending comments. Wearing of a military uniform in the public hospital and horizontal violence obstructed learning in the clinical learning environment.Conclusion: Students cannot have effective clinical preparation if the environment is not conducive to and supportive of clinical learning, The study shows that military nursing students experience unique challenges as they are trained in two professions that are hierarchical in nature. The students experienced both facilitating and obstructing factors to their learning during their clinical practice. Clinical staff should be made aware of factors which can impact on students’ learning. Policies need to be developed for supporting students in the clinical learning environment.

Sign in / Sign up

Export Citation Format

Share Document