Jordanian Nursing Student and Instructor Perceptions of the Clinical Learning Environment

2019 ◽  
Vol 16 (1) ◽  
Author(s):  
Hala A. Bawadi ◽  
Zaid M. Al-Hamdan ◽  
Manar Nabolsi ◽  
Fathieh Abu-Moghli ◽  
Arwa Zumot ◽  
...  
Keyword(s):  
Nursing Education ◽  
Nursing Students ◽  
Learning Environment ◽  
Clinical Training ◽  
Nursing Student ◽  
Environment Design ◽  
Clinical Instructors ◽  
Clinical Learning Environment ◽  
Nursing Educators ◽  
Learning Environment Design

AbstractBackgroundTraining within clinical areas is a vital part of nursing education. In order to effectively modify and facilitate such training, it is important to understand the perceptions of nursing educators and students about what constitutes effective practices. Objective: This study explores perceptions of Jordanian nursing students and clinical instructors related to clinical training and the learning environment. Design: Interpretative phenomenological qualitative approach was used in this study. Method: semi-structured focus group interviews in two Jordanian Universities Results: The study identified four themes focused on the experiences of these participants. Themes were attributes of clinical training placement, attributes of clinical instructors, attributes of clinical nursing curriculum and student’s attributes. The first theme had two subthemes “Structure and nature of clinical placement” and “Nurses’ collaboration”. Conclusion: The study recommendations are: nursing schools should plan students’ clinical experience taking into consideration the challenges associated with these attributes

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

scholarly journals The Relationship between Clinical Placement Duration and Students’ Satisfaction with the Quality of Supervision and Learning Environment: A Mediation Analysis.

2020 ◽  
Author(s):  
Alberto González-García ◽  
Camilla Strandell-Laine ◽  
Ana Díez-Fernández ◽  
Helena Leino-Kilpi ◽  
Vicente Martínez-Vizcaíno ◽  
...  
Keyword(s):  
Nursing Students ◽  
Learning Environment ◽  
Mediation Analysis ◽  
Clinical Training ◽  
Nursing Student ◽  
Clinical Placement ◽  
Practical Training ◽  
Total Satisfaction ◽  
Good Learning ◽  
The Relationship

Abstract Background: Multiple factors that influence the learning experience of nursing students while they are in clinical training have been identified. Nevertheless, there is no evidence on what is the optimum time a nursing student should remain in the different practice settings for achieving the required competencies nor how this duration of the placement may be influenced by other variables.The aim of the study was examine whether the relationship between the clinical placement duration and total satisfaction with clinical training is mediated by supervisory relationship and learning environment.Method: A mediation analysis was conducted using the data from a cross-sectional study conducted in 17 higher educational institutions from nine European countries with the CLES+T scale (n=1903 pre-registration nursing students). Besides, ANCOVA models were used to assess mean differences in total satisfaction by categories of supervision factors, clinical placement duration and participants’ characteristics.Results: A significant increase of total satisfaction was found as better learning environment participant’s perceived, as well as better was their satisfaction with their supervisor (both p<0.001). Students that considered the supervisor the most important person in practical training were significantly more satisfied as compared with those who considered the nurse teacher as the most important [mean 4.15 (0.89) vs 3.23 (1.16)]; p=0.001]. The satisfaction with the supervisor (IE= 0.101 [95% CI 0.016; 0.183]) and a good learning environment (IE= 0.088 [95% CI 0.003; 0.170]) mediated the relationship between clinical placement duration and total satisfaction perceived by the students.Conclusion: Nursing students with longer clinical placement duration were more satisfied with clinical training as a result of both their satisfaction with their supervisor and the good learning environment perceived. The optimal duration a nursing student should remain in the different practice settings to reach a balance between the achievement of fully competent nurses and the maximum level of satisfaction at the practicum ward should be around seven weeks. The role of nurse teachers and supervisors in contributing the acquisition of competences of nursing students needs to be clarified.

scholarly journals Effective educator–student relationships in nursing education to strengthen nursing students’ resilience

Curationis ◽  
2016 ◽  
Vol 39 (1) ◽  
Author(s):  
Kathleen Froneman ◽  
Emmerentia Du Plessis ◽  
Magdelene P. Koen
Keyword(s):  
Nursing Education ◽  
Nursing Students ◽  
Learning Environment ◽  
Nursing Student ◽  
Education Institution ◽  
Learning Climate ◽  
Environment Interaction ◽  
North West ◽  
The North ◽  
Student Relationship

Background: Little research has been conducted in private nursing schools with regard to the educator–student relationship to strengthen the resilience of nursing students and to improve the educator–student relationship. An effective educator–student relationship is a key factor to ensure a positive learning climate where learning can take place and resilience can be strengthened.Purpose: The purpose was to explore and describe nursing students’ view on the basic elements required for an effective educator–student relationship to strengthen their resilience and the educator–student relationship.Method: This study followed an explorative, descriptive and contextual qualitative design in a private nursing education institution in the North West Province. Purposive sampling was used. The sample consisted of 40 enrolled nursing auxiliary students. The World Café Method was used to collect data, which were analysed by means of content analysis.Results: The following five main themes were identified and included: (1) teaching–learning environment, (2) educator–student interaction, (3) educator qualities, (4) staying resilient and (5) strategies to strengthen resilience.Conclusion: Students need a caring and supportive environment; interaction that is constructive, acknowledges human rights and makes use of appropriate non-verbal communication. The educator must display qualities such as love and care, respect, responsibility, morality, patience, being open to new ideas, motivation, willingness to ‘go the extra mile’ and punctuality. Students reported on various ways how they manage to stay resilient. It thus seems that basic elements required in an effective educator–student relationship to strengthen the resilience of students include the environment, interaction, educator and student’s qualities and resilience.Keywords: Educator-student relationship, nursing education, nursing education institution (NEI), nursing student, learning environment, resilience

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.

scholarly journals Nursing Students’ Perception of the Clinical Learning Environment

2020 ◽  
Vol 14 (1) ◽  
pp. 174-179
Author(s):  
Kamila Alammar ◽  
Muayyad Ahmad ◽  
Sultanah Almutairi ◽  
Olfat Salem
Keyword(s):  
Nursing Students ◽  
Learning Environment ◽  
Leadership Style ◽  
Clinical Training ◽  
Hospital Setting ◽  
Tertiary Hospital ◽  
Clinical Learning ◽  
Clinical Learning Environment ◽  
Cross Sectional ◽  
Grade Point

Introduction: Clinical learning environment placements provide opportunities for students to develop their skills, socialize to the profession and bridge the gap between academic and workplace learning. This study was conducted to investigate Saudi nursing students’ perceptions of their clinical learning environment and supervision in the hospital setting. Methods: A sample of 90 final year student nurses completing practicums at a tertiary hospital in Riyadh was included in this cross-sectional study utilizing the Clinical Learning Environment and Supervision plus Nurse Teacher scale. Results: Overall, students perceived their clinical learning environment positively. Among sub-scores, that for the leadership style of ward manager was the highest. Supervision types, nursing-teacher teacher-visit frequency and grade point average positively and significantly impacted student’s perceptions, while university type and practicum duration did not. Conclusion: Students confirmed the ward manager’s leadership style as the most significant influencing their perceptions. However, the nursing teacher’s role had the lowest mean score, suggesting the need for its enhancement and clarification and indicating the need for better communication and collaboration between nursing schools and the clinical training hospital.

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 The relationship between undergraduate nursing students' satisfaction about clinical learning environment and their competency self-efficacy

2019 ◽  
Vol 9 (11) ◽  
pp. 92
Author(s):  
Azza Fathi Ibrahim ◽  
Thoraya Mohamed Abdelaziz ◽  
Dalal Talaat Akel
Keyword(s):  
Nursing Students ◽  
Learning Environment ◽  
Self Efficacy ◽  
Clinical Training ◽  
Clinical Learning ◽  
Clinical Learning Environment ◽  
Undergraduate Nursing Students ◽  
Undergraduate Nursing ◽  
Clinical Nursing ◽  
The Relationship

Competency self-efficacy (CSE) in clinical nursing practice is necessitated to be attained by the undergraduate nursing students. It is a significant indicator of the work's acceptance and commitment to nursing roles. Self-efficacy in nursing experience enhances nursing student's abilities to achieve the clinical tasks independently, mainly in wide range field of care like Medical-Surgical Nursing. Some factors are affecting competency self-efficacy in the clinical nursing practice; the most evident factor is the nursing student’s impressions with their clinical learning environment (CLE). In the light of educational preparation for nursing undergraduates, the Faculties of Nursing emphasize to preserve a high quality of clinical learning environment for clinical nursing essentials. The clinical learning environment has an apparent function in building up students' confidence, and competency self-efficacy, particularly, during clinical skills achievement. The current paper aimed to determine undergraduate nursing student's satisfaction about the clinical learning environment and their competency self-efficacy, and then investigate the relationship between both variables. Thus, the study conducted through a descriptive, correlative research design with all nursing students who enrolled in third and fourth academic semesters (second year) during their clinical training in Medical-Surgical Nursing course, Faculty of Nursing, Alexandria University, Egypt. A triple-section questionnaire was used for data collection: First; nursing student’s sociodemographic profile, Second: Clinical Learning Environment Inventory (CLEI) which was constructed by Chan in 2002. Third: Nursing Competency Self Efficacy Scale (CSES) which was developed by Kennedy in 2013. The results showed that the undergraduate nursing students at Medical-Surgical training, Faculty of Nursing, Alexandria University, have a high satisfaction level about the clinical learning environment concerning all components of the clinical placement. As well, they have a high competency self-efficacy level in all nursing activities and tasks in the clinical training. Further, there is an obvious parallel correlation between nursing student's satisfaction about clinical learning environment and their competency self-efficacy which is significant. Conclusion & Recommendations: Adequate and planned arrangements should be settled in the nursing curricula for the nursing clinical training setting. Too, the clinical instructors should encourage students' trials to do difficult nursing tasks in a successful manner which tends to increase the student's competency self-efficacy. Further researches are required to investigate the factors affecting clinical learning environment satisfaction and competency self-efficacy among nursing students in their clinical placement. Additionally, another research is necessary about; developing an educational program about student's competency self-efficacy to guide nursing instructors in clinical training.

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.

scholarly journals Accompaniment needs of first year nursing students in the clinical learning environment

Curationis ◽  
2003 ◽  
Vol 26 (2) ◽  
Author(s):  
S Carlson
Keyword(s):  
Nursing Students ◽  
Learning Environment ◽  
Student Learning ◽  
Nursing Student ◽  
Nursing Profession ◽  
First Year ◽  
Clinical Learning ◽  
Classroom Situation ◽  
Clinical Learning Environment ◽  
Critical Competencies

The clinical learning environment creates many opportunities for student learning and the development of critical competencies in the nursing profession. The learning that takes place in this environment, however, confronts the first year nursing student with challenges that are absent from the classroom situation and causes the student to experience a significant amount of uncertainty and anxiety.

scholarly journals Sykepleiestudentenes kliniske praksis – om klinisk læringsmiljø og studenttilfredshet

2020 ◽  
Vol 16 (2) ◽  
Author(s):  
Eva Mari Andreasen ◽  
Rune Høigaard ◽  
Kristin Haraldstad
Keyword(s):  
Nursing Education ◽  
Clinical Practice ◽  
Nursing Students ◽  
Learning Environment ◽  
Student Satisfaction ◽  
Task Orientation ◽  
Clinical Learning ◽  
Clinical Learning Environment ◽  
Clinical Placements ◽  
Students Satisfaction

Nurse practice – clinical learning environment and student satisfaction The purpose of this study was to investigate nursing students’ satisfaction with the clinical learning environment during clinical practice. A questionnaire was distributed to nursing students at a university (N=250) in Norway. Student satisfaction, task orientation, pedagogical atmosphere, supervisory relationship, and the premises of nursing on the ward were measured. Of the 250 students invited, 163 (66 %) completed the survey. Nursing students were largely satisfied with their clinical placement experiences, but they were more satisfied with hospital placements than home care placements. Supervision more than once a week and having one supervisor was important for student satisfaction. Students’ relationship with their supervisors was strongest associated with satisfaction with their clinical placements. Supervisors play an important role in nursing students’ satisfaction with their clinical practice, with results indicating that this should be emphasized in the development of nursing education. The results indicate that nursing guidance skills should be strengthened to ensure the quality of clinical placements in nursing education.

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