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.

scholarly journals Satisfaction with clinical practice among nursing students using regression models and qualitative comparative analysis

2019 ◽  
Author(s):  
David Fernández-García ◽  
Esther Moreno-Latorre ◽  
María del Carmen Giménez-Espert ◽  
Vicente Javier Prado-Gascó
Keyword(s):  
Clinical Practice ◽  
Comparative Analysis ◽  
Nursing Students ◽  
Learning Environment ◽  
Regression Models ◽  
Qualitative Comparative Analysis ◽  
Clinical Learning ◽  
Clinical Practices ◽  
Clinical Learning Environment ◽  
Students Satisfaction

Abstract Background: Clinical practices are considered fundamental in nursing studies for effective training of nurses and in students’ satisfaction. Both the clinical environment and the clinical educator are key factors in satisfaction with the clinical practice. The aim of this study was to analyse the influence of the socio-demographic variables of clinical educators and nursing students on satisfaction with the clinical practices.Methods: The study included 527 nursing students enrolled on the subject of clinical practice at a private university in Valencia, Spain. The age of the participants ranged from 19 to 51 years old, (M=24.4; SD=6.1) and 79% (451) were women. An instrument was used to measure satisfaction with the practices based on the following scales: Clinical Learning Environment (CLE-1995), Clinical Learning Environment and Supervision (CLES-2002), Clinical Learning Environment Inventory (CLEI-2003), Clinical Learning environment, supervision and nurse teacher (CLES+T - 2008) and the Clinical Assessment Instrument (IEC-2009). Two statistical methodologies were used for data analysis: hierarchical regression models (HRM) and fuzzy-set qualitative comparative analysis model (fsQCA).Results : The results indicate that sociodemographic variables such as sex and year group influence student satisfaction in both methodologies. Conclusions: Based on these results, training plans to improve students’ satisfaction with the clinical practice can be established.

Student satisfaction level, clinical learning environment, and tutor participation in primary care clinical placements: An observational study

2021 ◽  
pp. 105156
Author(s):  
Agueda Cervera-Gasch ◽  
Víctor M. González-Chordá ◽  
Víctor Ortiz-Mallasen ◽  
Laura Andreu-Pejo ◽  
Desiree Mena-Tudela ◽  
...  
Keyword(s):  
Primary Care ◽  
Learning Environment ◽  
Observational Study ◽  
Student Satisfaction ◽  
Clinical Learning ◽  
Satisfaction Level ◽  
Clinical Learning Environment ◽  
Clinical Placements

scholarly journals Nursing students’ perception of the clinical learning environment and supervision in relation to two different supervision models – a comparative cross-sectional study

BMC Nursing ◽  
2019 ◽  
Vol 18 (1) ◽  
Author(s):  
Mirjam Ekstedt ◽  
Marléne Lindblad ◽  
Anna Löfmark
Keyword(s):  
Nursing Students ◽  
Learning Environment ◽  
Peer Learning ◽  
Categorical Variables ◽  
Clinical Learning ◽  
Continuous Variables ◽  
Clinical Learning Environment ◽  
Clinical Placements ◽  
Supervision Models ◽  
Positive Experiences

Abstract Background Knowledge concerning nursing students’ experiences of the clinical learning environment and how supervision is carried out is largely lacking. This study compares nursing students’ perceptions of the clinical learning environment and supervision in two different supervision models: peer learning in student-dedicated units, with students working together in pairs and supervised by a “preceptor of the day” (model A), and traditional supervision, in which each student is assigned to a personal preceptor (model B). Methods The study was performed within the nursing programme at a university college in Sweden during students’ clinical placements (semesters 3 and 4) in medical and surgical departments at three different hospitals. Data was collected using the Clinical Learning Environment, Supervision and Nurse Teacher evaluation scale, CLES+T, an instrument tested for reliability and validity, and a second instrument developed for this study to obtain deeper information regarding how students experienced the organisation and content of the supervision. Independent t-tests were used for continuous variables, Mann-Whitney U-tests for ordinal variables, and the chi-square or Fischer’s exact tests for categorical variables. Results Overall, the students had positive experiences of the clinical learning environment and supervision in both supervision models. Students supervised in model A had more positive experiences of the cooperation and relationship between student, preceptor, and nurse teacher, and more often than students in model B felt that the ward had an explicit model for supervising students. Students in model A were more positive to having more than one preceptor and felt that this contributed to the assessment of their learning outcomes. Conclusions A good learning environment for students in clinical placements is dependent on an explicit structure for receiving students, a pedagogical atmosphere where staff take an interest in supervision of students and are easy to approach, and engagement among and collaboration between preceptors and nurse teachers. This study also indicates that supervision based on peer learning in student-dedicated rooms with many preceptors can be more satisfying for students than a model where each student is assigned to a single preceptor.

scholarly journals Nursing students’ satisfaction of the clinical learning environment: a research study

BMC Nursing ◽  
2016 ◽  
Vol 15 (1) ◽  
Author(s):  
Evridiki Papastavrou ◽  
Maria Dimitriadou ◽  
Haritini Tsangari ◽  
Christos Andreou
Keyword(s):  
Nursing Students ◽  
Learning Environment ◽  
Research Study ◽  
Clinical Learning ◽  
Clinical Learning Environment ◽  
Students Satisfaction

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

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.

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.

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