scholarly journals Does Psychological Safety Impact the Clinical Learning Environment for Resident Physicians? Results From the VA's Learners' Perceptions Survey

2016 ◽  
Vol 8 (5) ◽  
pp. 699-707 ◽  
Author(s):  
Karina D. Torralba ◽  
Lawrence K. Loo ◽  
John M. Byrne ◽  
Samuel Baz ◽  
Grant W. Cannon ◽  
...  
Keyword(s):  
Learning Environment ◽  
Response Rate ◽  
Learning Experience ◽  
Care Facility ◽  
Psychological Safety ◽  
Teaching Hospitals ◽  
Clinical Learning ◽  
Resident Satisfaction ◽  
Clinical Learning Environment ◽  
Resident Physicians

ABSTRACT Background  Psychological safety (PS) is the perception that it is safe to take interpersonal risks in the work environment. In teaching hospitals, PS may influence the clinical learning environment for trainees. Objective  We assessed whether resident physicians believe they are psychologically safe, and if PS is associated with how they rate satisfaction with their clinical learning experience. Methods  Data were extracted from the Learners' Perceptions Survey (LPS) of residents who rotated through a Department of Veterans Affairs health care facility for academic years 2011–2014. Predictors of PS and its association with resident satisfaction were adjusted to account for confounding and response rate biases using generalized linear models. Results  The 13 044 respondents who completed the LPS (30% response rate) were comparable to nonpediatric, non–obstetrics-gynecology residents enrolled in US residency programs. Among respondents, 11 599 (89%) agreed that “. . . members of the clinical team of which I was part are able to bring up problems and tough issues.” Residents were more likely to report PS if they were male, were in a less complex clinical facility, in an other medicine or psychiatry specialty, or cared for patients who were aged, had multiple illnesses, or had social supports. Nonpsychiatric residents felt safer when treating patients with no concurrent mental health diagnoses. PS was strongly associated with how residents rated their satisfaction across 4 domains of their clinical learning experience (P < .001). Conclusions  PS appears to be an important factor in resident satisfaction across 4 domains that evaluators of graduate medical education programs should consider when assessing clinical learning experiences.

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 Development, Testing, and Implementation of the ACGME Clinical Learning Environment Review (CLER) Program

2012 ◽  
Vol 4 (3) ◽  
pp. 396-398 ◽  
Author(s):  
Kevin B. Weiss ◽  
Robin Wagner ◽  
Thomas J. Nasca
Keyword(s):  
Patient Safety ◽  
Quality Of Care ◽  
Learning Environment ◽  
Care Transitions ◽  
Teaching Hospitals ◽  
Clinical Learning ◽  
Clinical Learning Environment ◽  
The Status ◽  
Accredited Institutions

Abstract Since the release of the Institute of Medicine's report on resident hours and patient safety, there have been calls for enhanced institutional oversight of duty hour limits and of efforts to enhance the quality and safety of care in teaching hospitals. The ACGME has established the Clinical Learning Environment Review (CLER) program as a key component of the Next Accreditation System with the aim to promote safety and quality of care by focusing on 6 areas important to the safety and quality of care in teaching hospitals and the care residents will provide in a lifetime of practice after completion of training. The 6 areas encompass engagement of residents in patient safety, quality improvement and care transitions, promoting appropriate resident supervision, duty hour oversight and fatigue management, and enhancing professionalism. Over the coming 18 months the ACGME will develop, test, and fully implement this new program by conducting visits to the nearly 400 clinical sites of sponsoring institutions with two or more specialty or subspecialty programs. These site visits will provide an understanding of how the learning environment for the 116 000 current residents and fellows addresses the 6 areas important to safety and quality of care, and will generate baseline data on the status of these activities in accredited institutions. We expect that over time the CLER program will serve as a new source of formative feedback for teaching institutions, and generate national data that will guide performance improvement for United States graduate medical education.

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

BMC Nursing ◽  
2021 ◽  
Vol 20 (1) ◽  
Author(s):  
Florence Assibi Ziba ◽  
Vida Nyagre Yakong ◽  
Zakari Ali
Keyword(s):  
Learning Environment ◽  
Clinical Experience ◽  
Learning 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.

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):  
Learning Environment ◽  
Clinical Experience ◽  
Learning 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.

scholarly journals The Mismatch Between Perceived and Preferred Expectations of Undergraduate Paramedic Students

2011 ◽  
Author(s):  
Brett Williams ◽  
Ted Brown ◽  
Christian Winship
Keyword(s):  
Learning Environment ◽  
Learning Environments ◽  
Clinical Education ◽  
Response Rate ◽  
Cross Sectional Study ◽  
Clinical Learning ◽  
Practical Skills ◽  
Clinical Learning Environment ◽  
Cross Sectional ◽  
Clinical Placements

Background: Clinical education placements provide the opportunity for students to gain practical skills and apply theoretical knowledge not otherwise available in many instances. Objectives: This research explored how undergraduate paramedic students perceive their clinical placement learning environments. Methods: A prospective cross-sectional study using a paper-based survey, the Clinical Learning Environment Inventory (CLEI), was conducted on undergraduate paramedic students studying at a large Australian university in semester 1, 2010. A total of 190 students were invited to participate in the survey. The CLEI is a standardised tool that contains 84-items and six subscales. Findings: Sixty students completed the CLEI (31% response rate). It was found that on both the actual and preferred CLEI forms, Satisfaction was found to be the most important domain having a mean score of 29.68 (SD+3.81) and 31.37 (SD+4.35) respectively.Individualisation was found to be the least important domain in both the actual and preferred form, with mean scores of 20.93 (SD+3.80) and 24.03 (SD+3.82) respectively. This indicated that paramedic students as a group sensed that theSatisfaction aspect of clinical placements are an integral aspect of their preferred clinical learning environment. Results also indicated that all six subscales were statistically different at the p<0.001 level. Conclusion: There were significant differences in the perceptions of paramedic students actual and preferred clinical learning environments. This provides educators with strategies in promoting positive learning experiences for students.

scholarly journals Psychological Safety and Support: Assessing Resident Perceptions of the Clinical Learning Environment

2018 ◽  
Vol 10 (6) ◽  
pp. 651-656 ◽  
Author(s):  
Nital P. Appelbaum ◽  
Sally A. Santen ◽  
Brian M. Aboff ◽  
Ryan Vega ◽  
Jose L. Munoz ◽  
...  
Keyword(s):  
Medical Education ◽  
Program Evaluation ◽  
Learning Environment ◽  
Graduate Medical Education ◽  
Organizational Support ◽  
Perceived Organizational Support ◽  
Psychological Safety ◽  
Clinical Learning ◽  
Clinical Learning Environment ◽  
Graduate Medical

ABSTRACT Background Assessments of the clinical learning environment could allow early interventions to improve graduate medical education. To date, measurement tools for this have not been identified. Objective We established the concurrent validity of 2 instruments that assess cultural facets of the clinical learning environment by correlating them with external program evaluation data. Methods In 2017 we surveyed residents across 19 training programs on their perceptions of organizational support by using the Short Survey of Perceived Organizational Support (SPOS), and psychological safety by using the Psychological Safety Scale (PSS). Data were aggregated to the program level and correlated with results from the Accreditation Council for Graduate Medical Education (ACGME) Resident Survey. Results Of 511 residents, 322 (63%) completed the survey, and 496 of 516 residents (96%) completed the ACGME Resident Survey. Perceived organizational support correlated positively with overall program evaluation score (r = 0.75, P &lt; .001); faculty (r = 0.72, P &lt; .001); evaluation (r = 0.73, P &lt; .001); educational content (r = 0.52, P = .022); and resources domains (r = 0.55, P =  .014). Psychological safety had a positive correlation with overall program evaluation (r = 0.57, P = .011); faculty (r = 0.50, P = .028); and evaluation (r = 0.62, P &lt; .005). Conclusions The SPOS and PSS correlated with key ACGME Resident Survey domains. Programs showing greater support of residents were likely to show more positive ratings on program evaluation metrics. Teaching institutions may benefit from actively monitoring and improving aspects of their learning environment through internal assessments.

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):  
Learning Environment ◽  
Clinical Experience ◽  
Learning 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.

Cultivating critical thinking in the clinical learning environment

2000 ◽  
Vol 64 (8) ◽  
pp. 610-615 ◽  
Author(s):  
LS Behar-Horenstein ◽  
TA Dolan ◽  
FJ Courts ◽  
GS Mitchell
Keyword(s):  
Critical Thinking ◽  
Learning Environment ◽  
Clinical Learning ◽  
Clinical Learning Environment
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