scholarly journals Factors influencing the effectiveness of clinical learning environment in nursing education

2016 ◽  
Vol 7 (3) ◽  
pp. 470-475 ◽  
Author(s):  
Elena Gurková ◽  
Katarína Žiaková ◽  
Silvia Cibríková ◽  
Dagmar Magurová ◽  
Anna Hudáková ◽  
...  
Keyword(s):  
Nursing Education ◽  
Learning Environment ◽  
Clinical Learning ◽  
Clinical Learning Environment ◽  
Factors Influencing

Development and Testing of the Collaboration in the Clinical Learning Environment Tool

2017 ◽  
Vol 25 (2) ◽  
pp. 353-369
Author(s):  
Katie Hooven
Keyword(s):  
Factor Analysis ◽  
Nursing Education ◽  
Learning Environment ◽  
Principal Component ◽  
Principal Component Factor Analysis ◽  
Tool Development ◽  
Clinical Learning ◽  
Clinical Learning Environment ◽  
Education Practice ◽  
Expert Review

Background and Purpose: This study was done to develop and psychometrically test the Collaboration in the Clinical Learning Environment (CCLE) tool. The researcher acknowledged 2 distinct populations that required input into this particular tool development: staff nurses and nursing faculty members. Both have influence into student learning. Methods: Research followed the 8-step methodology for tool development as defined by DeVellis. Results: Reliability testing was done on the 24-item CCLE, which confirmed a Cronbach’s alpha of .96. Exploratory factor analysis with principal component factor analysis was done to examine the structure of the instrument. Validity was supported through the content expert review, along with concurrent validity. Conclusions: Although collaboration has been emphasized for many years in the clinical learning environment, the construct has never been successfully operationalized. Implications for nursing education, practice, and theory are discussed.

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 Nursing Education and Service Collaboration: Making a Difference in the Clinical Learning Environment

2005 ◽  
Vol 36 (6) ◽  
pp. 271-276 ◽  
Author(s):  
Sheri P Palmer ◽  
Amy Harmer Cox ◽  
Lynn Clark Callister ◽  
Vickie Johnsen ◽  
Geraldine Matsumura
Keyword(s):  
Nursing Education ◽  
Learning Environment ◽  
Clinical Learning ◽  
Clinical Learning Environment ◽  
Making A Difference ◽  
Service Collaboration

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 Factors influencing the transition of pharmacy students from pre-clinical to clinical years at university

2020 ◽  
pp. 336-345
Author(s):  
Aaron Drovandi ◽  
Mary Adu ◽  
Faith Alele ◽  
Karina Jones ◽  
Gillian Knott ◽  
...  
Keyword(s):  
Learning Environment ◽  
Work Experience ◽  
Pharmacy Students ◽  
Smooth Transition ◽  
Clinical Learning ◽  
Clinical Learning Environment ◽  
Enabling Factors ◽  
Student Transition ◽  
Self Confidence ◽  
Factors Influencing

Introduction: The transition to clinical studies can be a source of stress, though little is known about how pharmacy students manage this transition. This mixed-methods study investigated factors influencing student transition from pre-clinical to clinical years of an Australian pharmacy degree. Methods: Students rated and discussed their confidence in performing pharmacy-related skills, factors influencing their ability to carry out these skills and key enabling factors and barriers that influenced their transition. Results: Differences in teaching and assessment style and placement workload affected the transition experience. Self-confidence in the clinical learning environment was enhanced by patient contact, previous pharmacy work experience, case-based learning and supportive placement supervisors. A perceived lack of relevance of pre-clinical learning and heavy workload during placement were major barriers to a smooth transition. Conclusions: Support systems are essential to foster transition into the clinical learning environment with confidence and effective application of theoretical knowledge to real-world practice.

scholarly journals The Clinical Learning Environment, Supervision and Nurse Teacher Scale (CLES+T): psychometric properties measured in the context of postgraduate nursing education

2020 ◽  
Author(s):  
Dorota Ozga ◽  
Aleksandra Gutysz-Wojnicka ◽  
Bogumił Lewandowski ◽  
Beata Dobrowolska
Keyword(s):  
Nursing Education ◽  
Learning Environment ◽  
Psychometric Properties ◽  
Nursing Care ◽  
Clinical Learning ◽  
Supervisory Relationship ◽  
Clinical Learning Environment ◽  
Cronbach’S Alpha ◽  
Cronbach's Alpha ◽  
Undergraduate Nursing

Abstract Background. The Clinical Learning Environment, Supervision and Nurse Teacher Scale https://www.youtube.com/watch?v=4HFG5RyQPqY(CLES+T) instrument is internationally used for the evaluation of clinical learning environment in undergraduate nursing education. However, no evidence is available on the possible applications of this instrument in the context of postgraduate nursing education. Purpose. To examine the basic psychometric properties of CLES+T in the context of clinical postgraduate nursing education in Poland.Methods. Study among a sample of 417 nurses participating in the clinical postgraduate training in Poland. Results. Cronbach’s alpha for the total scale was 0.97. A five-factor structure was confirmed in accordance with the assumptions adopted by the authors of the original version of the scale. Cronbach’s alpha coefficient for the Polish version of the CLES+T subscales ranged from 0.83 (Nursing care on the ward) to 0.95 (The content of supervisory relationship). The mean results for individual subscales ranged from 4.52±0.63 for nursing care on the ward to 4.73±0.45 for role of the nurse teacher. Conclusions. Having shown satisfactory psychometric properties, CLES+T can be considered a useful instrument to assess those elements of clinical learning environment which are important for the assurance of education quality at the postgraduate level.

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