scholarly journals The Challenges of Nursing Students in the Clinical Learning Environment: A Qualitative Study

2016 ◽  
Vol 2016 ◽  
pp. 1-7 ◽  
Author(s):  
Nahid Jamshidi ◽  
Zahra Molazem ◽  
Farkhondeh Sharif ◽  
Camellia Torabizadeh ◽  
Majid Najafi Kalyani
Keyword(s):  
Nursing Education ◽  
Nursing Students ◽  
Qualitative Study ◽  
Learning Environment ◽  
Psychological Needs ◽  
Emotional Reactions ◽  
Clinical Learning ◽  
Clinical Learning Environment ◽  
Factors Affecting ◽  
Teaching Learning

Background/Aim. Clinical learning is a main part of nursing education. Students’ exposure to clinical learning environment is one of the most important factors affecting the teaching-learning process in clinical settings. Identifying challenges of nursing students in the clinical learning environment could improve training and enhance the quality of its planning and promotion of the students. We aimed to explore Iranian nursing students’ challenges in the clinical learning environment.Materials and Methods. This is a qualitative study using the content analysis approach. The participants consisted of seventeen nursing students and three nursing instructors. The participants were selected through purposive sampling method and attended semistructured interviews and focus groups.Results. Three themes emerged after data analysis, including ineffective communications, inadequate readiness, and emotional reactions.Conclusion. Nursing students in Iran are faced with many challenges in the clinical learning environment. All challenges identified in this study affected the students’ learning in clinical setting. Therefore, we recommend that the instructors prepare students with a specific focus on their communication and psychological needs.

scholarly journals Creating a positive learning environment for adult

2017 ◽  
Vol 9 (3) ◽  
pp. 378-387 ◽  
Author(s):  
Amal Roshdi A.Mostafa
Keyword(s):  
Nursing Education ◽  
Nursing Students ◽  
Learning Environment ◽  
Clinical Teaching ◽  
Demographic Data ◽  
Mean Difference ◽  
Clinical Learning ◽  
Clinical Learning Environment ◽  
Actual Form ◽  
Positive Learning Environment

The key requirements for creating a positive learning environment do not come readily packaged. Instructors can then implement the concepts to keep students motivated and engaged in the learning process.  The aim of study is to Creating a Positive Learning Environment for Adults; by assessing Nursing Students perceptions regarding Clinical Learning Environments in Beni – Suef University (actual and expected). A sample of 127 students in nursing faculty, Beni–Suef University from third and fourth grade in the first semester of the academic year 2014/2015.Tools: Structured interviewing questionnaire sheet, which include: Tool (1):  Socio demographic data, Tool (2): the Clinical Learning Environment Inventory (CLEI) originally developed by Professor Chan (2001).Results: The results indicated that there were significant differences between the preferred and actual form in all six scales. In other word, comparing with the actual form, the mean scores of all items in the preferred form were higher. The maximum mean difference was in innovation and the highest mean difference was in involvement scale. Conclusion: It is concluded that nursing students do not have a positive perception of their actual clinical teaching environment and this perception is significantly different from their perception of their expected environment. Key words: adult learner, positive learning environment, Clinical learning environment, Nursing education, Nursing student

Establishing and maintaining the clinical learning environment for nursing students: A qualitative study

2015 ◽  
Vol 35 (2) ◽  
pp. 304-309 ◽  
Author(s):  
Michael Hegenbarth ◽  
Svea Rawe ◽  
Louise Murray ◽  
Antonia Arnaert ◽  
Jane Chambers-Evans
Keyword(s):  
Nursing Students ◽  
Qualitative Study ◽  
Learning Environment ◽  
Clinical Learning ◽  
Clinical Learning Environment

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 Clinical Education Stressors in Operating Room Students: A Qualitative Study

2021 ◽  
Vol 39 (1) ◽  
Author(s):  
Nahid Norouzi ◽  
Behzad Imani
Keyword(s):  
Qualitative Study ◽  
Learning Environment ◽  
Operating Room ◽  
Skills Training ◽  
Psychological Needs ◽  
Clinical Learning ◽  
Clinical Environment ◽  
Structured Interviews ◽  
Clinical Learning Environment ◽  
Communication Performance

Objective. The aim of this study is to explain the stressors of the clinical environment from the perspective of operating room undergraduate students. Methods. The present study is a qualitative study of contractual content analysis type that was conducted in 2019 at Hamadan University of Medical Sciences. In this study, 10 undergraduate operating room students were selected by purposive sampling. Semi-structured interviews were used to collect data. Results. From the analysis of interviews, 4 main categories were extracted as the stressors of operating room students of Hamadan Paramedical School in clinical learning environment: the need to receive support from the clinical environment (Insufficient students’ skills in communicating with staff, Discrimination between paramedical students and residents, and Facilities available for training), lack of practical prerequisite skills (Contradiction between training and performance, and Lack of prerequisite knowledge for clinical practice), poor supportive and communication performance related to the instructor (Insufficient support of the instructor to the students against the medical staff, Evaluation criteria for instructors, and Treatment of instructor with students in presence of others), and psychological needs (Concerns about career prospects, Lack of motivational factors, and Lack of supportive counseling). Conclusion. The results of this study showed that Operating room students are faced with many stressors in the clinical learning environment. All stressors identified in this study affected the students’ learning in the clinical setting. Lack of support for students in the clinical environment, poor practical skills training, poor support and communication performance related to the instructor, and poor psychological support of students are the factors that cause operating room student stress in the clinical environment.

scholarly journals Through the eyes of the student: Best practices in clinical facilitation

Curationis ◽  
2017 ◽  
Vol 40 (1) ◽  
Author(s):  
Immaculate S. Muthathi ◽  
Catherine H. Thurling ◽  
Susan J. Armstrong
Keyword(s):  
Nursing Education ◽  
Nursing Students ◽  
Best Practices ◽  
Learning Environment ◽  
Clinical Skills ◽  
Education Institution ◽  
Clinical Learning ◽  
Clinical Learning Environment ◽  
Undergraduate Nursing ◽  
Skills Laboratory

Background: Clinical facilitation is an essential part of the undergraduate nursing curriculum. A number of studies address the issue of clinical facilitation in South Africa, but there remains a lack of knowledge and understanding regarding what students perceive as best practice in clinical facilitation of their learning.Objective: To determine what type of clinical facilitation undergraduate students believe should be offered by clinical facilitators (nurse educators, professional nurses and clinical preceptors) in the clinical area in order to best facilitate their learning.Method: A qualitative, exploratory and descriptive study was conducted. Purposive sampling was performed to select nursing students from the second, third and fourth year of studies from a selected nursing education institution in Johannesburg. The sampling resulted in one focus group for each level of nursing, namely second, third and fourth year nursing students. Interviews were digitally recorded and transcribed verbatim, thematic data analysis was used and trustworthiness was ensured by applying credibility, dependability, confirmability and transferability.Main findings: The data revealed that participants differentiated between best practices in clinical facilitation in the clinical skills laboratory and clinical learning environment. In the clinical skills laboratory, pre-contact preparation, demonstration technique and optimising group learning were identified as best practices. In the clinical learning environment, a need for standardisation of procedures in simulation and practice, the allocation and support for students also emerged.Conclusion: There is a need for all nurses involved in undergraduate nursing education to reflect on how they approach clinical facilitation, in both clinical skills laboratory and clinical learning environment. There is also a need to improve consistency in clinical practices between the nursing education institution and the clinical learning environment so as to support students’ adaptation to clinical practice.

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