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.

Validation of the Clinical Learning Environment and Supervision Scale

2005 ◽  
Vol 2 (1) ◽  
Author(s):  
Mikko Saarikoski ◽  
Hannu Isoaho ◽  
Helena Leino-Kilpi ◽  
Tony Warne
Keyword(s):  
Nursing Students ◽  
Learning Environment ◽  
Test Validity ◽  
Hospital Setting ◽  
Clinical Learning ◽  
Supervisory Relationship ◽  
Clinical Learning Environment ◽  
Validation Process ◽  
Clinical Placements ◽  
Research Instrument

The aim of the study was to validate a new research instrument to evaluate the quality of the clinical learning environment and the supervision given to nursing students by qualified staff nurses. This paper describes the validation process of the research instrument. Dunn's and Burnett's (1995) CLE scale was chosen for the concurrent research instrument to test validity. The theoretical framework of this study draws on empirical research into clinical learning environments and supervision undertaken during the 1980's and 1990's. The sample consisted of nursing students who had undertaken a clinical placement in a hospital setting. The data (n=416) were collected from four Nursing Colleges in Finland. Students evaluated their clinical placements as being 'good' in both instruments. The supervisory relationship was the most important factor in students' supervisory system but this requires a positive atmosphere and a 'good' leadership in order to be effective. The congruence between the instruments in use was high so that it is impossible to note the possible impact of cultural differences in this instrument validation process.

scholarly journals Satisfaction on clinical learning environment among nursing students of selected medical colleges of Chitwan, Nepal

2020 ◽  
Vol 10 (3) ◽  
pp. 79-83
Author(s):  
Prativa Dhakal ◽  
Taniya Thapa
Keyword(s):  
Nursing Students ◽  
Learning Environment ◽  
Clinical Judgment ◽  
Cross Sectional Study ◽  
P Value ◽  
Clinical Learning ◽  
Clinical Learning Environment ◽  
Cross Sectional ◽  
Level Of Satisfaction ◽  
Medical Colleges

Background: Clinical learning environment includes everything that surrounds students and is extremely beneficial in stimulating their critical thinking and affects their professional de­velopment via focus on clinical judgment and decision–making in the clinical setting. This study aims to assess the level of satisfaction on clinical learning environment among nursing students of selected medical colleges of Chitwan, Nepal. Methods: Descriptive, cross sectional study design was used to assess the satisfaction on clinical learning environment among nursing students of selected medical colleges of Chitwan. Standard tool (CLES + T scale) was administered among 242 nursing students. Data was entered in IBM Sta­tistical Package for Social Science (SPSS) version 20.0 and was further analyzed by using descriptive statistics and inferential statistics. Results: Just more than half of the nursing students were highly satisfied (51.2%) with the clinical learning environment. The level of satisfaction among nursing students was found statistically sig­nificant with year of study and type of ward of latest clinical placement with p value <0.05. Conclusions: Nearly half of the students are still not highly satisfied towards their clinical learning environment, therefore improvement in its quality needs proper planning, implementation and supervision that too in government hospital settings.

scholarly journals Clinical learning environment of nursing and midwifery students in Ghana

2020 ◽  
Author(s):  
Florence Assibi Ziba ◽  
Vida Nyagre Yakong ◽  
Zakari Ali
Keyword(s):  
Nursing Students ◽  
Learning Environment ◽  
Clinical Experience ◽  
Clinical Placement ◽  
Clinical Learning ◽  
Clinical Learning Environment ◽  
Cross Sectional Survey ◽  
Cross Sectional ◽  
Undergraduate Nursing ◽  
Team Supervision

Abstract Background Data on student experience of the clinical learning environment in Ghana are scarce. We therefore aimed to assess students’ evaluation of the clinical learning environment and the factors that influence their learning experience.Methods This was a cross-sectional survey of 225 undergraduate nursing and midwifery students. We used the Clinical Learning Environment and Supervision + Nurse Teacher (CLES +T) evaluation scale to assess students’ experience of their clinical placement. The association between student demographic characteristics and clinical placement experience was determined using t-test or ANOVA.Results Most of the sampled students were Nurses (67%) and in the third year of training (81%). More students received supervision from a nurse (57%) during clinical placement and team supervision (67%) was the most common during clinical placement. Nursing students were more likely to rate their clinical experience better than midwifery students (p=0.002). Students who had increased contact with private supervisors were also more likely to rate their experience higher (p=0.002). Clinical experience was also rated higher by students who received successful supervision compared to those who had unsuccessful or team supervision (p=0.001).Conclusion Team supervision is high in health facilities where students undertake clinical placement in Ghana. Frequent contact with private supervisor and successful supervision are associated with better rating of clinical experience among Ghanaian undergraduate nursing and midwifery students.

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 Social Media Used and Teaching Methods Preferred by Generation Z Students in the Nursing Clinical Learning Environment: A Cross-Sectional Research Study

2020 ◽  
Vol 17 (21) ◽  
pp. 8267 ◽  
Author(s):  
M. Flores Vizcaya-Moreno ◽  
Rosa M. Pérez-Cañaveras
Keyword(s):  
Social Media ◽  
Nursing Students ◽  
Teaching Methods ◽  
Clinical Training ◽  
Research Study ◽  
Clinical Learning ◽  
Clinical Learning Environment ◽  
Cross Sectional ◽  
Digital World ◽  
Generation Z

Generation Z nursing students have a distinctive combination of attitudes, beliefs, social norms, and behaviors that will modify education and the nursing profession. This cross-sectional research study aimed to explore the social media use and characteristics of Generation Z in nursing students and to identify what were the most useful and preferred teaching methods during clinical training. Participants were Generation Z nursing degree students from a Spanish Higher Education Institution. A 41-item survey was developed and validated by an expert panel. The consecutive sample consisted of 120 students. Participants used social media for an average of 1.37 h (SD = 1.15) for clinical learning. They preferred, as teaching methods, linking mentorship learning to clinical experiences (x¯ = 3.51, SD = 0.88), online tutorials or videos (x¯ = 3.22, SD = 0.78), interactive gaming (x¯ = 3.09, SD = 1.14), and virtual learning environments (x¯ = 3, SD = 1.05). Regarding generational characteristics, the majority either strongly agreed or agreed with being high consumers of technology and cravers of the digital world (90.1%, n = 108 and 80%, n = 96). The authors consider it essential to expand our knowledge about the usefulness or possible use of teaching methods during clinical learning, which is essential at this moment because of the rapidly changing situation due to the Covid-19 pandemic.

scholarly journals Nursing Students’ Satisfaction towards Clinical Learning Environment (CLE) in Universiti Kebangsaan Malaysia Medical Centre

2020 ◽  
Vol 12 (4) ◽  
pp. 1-8
Author(s):  
Jalina Karim ◽  
Amirun Hani Farhan Abdul Majid ◽  
Nurul Fazira Mohd Rashdan ◽  
Mohd Nasri Awang Besar ◽  
Mohamad Nurman Yaman
Keyword(s):  
Nursing Students ◽  
Learning Environment ◽  
Leadership Style ◽  
Medical Centre ◽  
Clinical Placement ◽  
Clinical Learning ◽  
Clinical Learning Environment ◽  
Head Nurse ◽  
Five Dimensions ◽  
Level Of Satisfaction

In the previous studies, it was found that many nursing students have the highest satisfaction towards clinical learning environment (CLE). CLE has an impact on nursing students in preparing them in terms of knowledge and providing quality care for patients. The objective of this study was to determine the level of satisfaction among nursing students in the Universiti Kebangsaan Malaysia Medical Centre (UKMMC) towards CLE. A purposive sampling technique was used in quantitative and cross-sectional descriptive design. Ninety-three of Year 1 to Year 4 nursing students participated by answering modified self-reported Clinical Learning Environment, Supervision and Nurse Teacher (CLES + T) scale questionnaire. The questionnaire consisted of three sections; sociodemographic, clinical placement and five dimensions of satisfaction towards CLE (pedagogical atmosphere, leadership style of the head nurse, premises of nursing in the ward, preceptor relationship and role of the preceptor). In medical ward, 51.6% of nursing students had high satisfaction towards CLE and 48.4% reported to have low satisfaction. Whereas for surgical, orthopaedic, homecare and critical area wards reported to have 50% for both high and low satisfaction towards CLE. The relationship between year of study, gender and level of satisfaction towards CLE among nursing students in UKMMC were statistically not significant (p = 0.715, p = 0.139). Among the five dimensions of satisfaction towards CLE, leadership style of the head nurse was the highest (72.0%) and the lowest (30.1%) was from pedagogical atmosphere. This study showed that regardless of specific clinical placement for the nursing students, their satisfaction towards CLE were almost similar and the leadership style of the head nurse had the highest impact. Perhaps, the impact of involvement of the head nurse in the clinical teaching should be explored further in the future.

Sign in / Sign up

Export Citation Format

Share Document