Nursing Students’ Satisfaction of the Clinical Learning Environment in Saudi Arabia

Abstract

Background: Nurses' clinical practice is of a huge importance as it making ready them to become eligible practitioners. Learning in the clinical practice is a important part in nursing education because of the fact that nursing profession chiefly based on practice. Clinical learning environments are the primary places to provide a quality clinical experience. The quality of clinical learning usually reflects the quality of the curriculum structure. Nursing students' satisfaction is an important part to make any reforms that aim to improve the learning effectiveness and the results within the clinical settings. Aim: To investigate Nursing students’ satisfaction with the clinical learning environment. Method: This study used a quantitative research design. It was a correlational study conducted February to May 2019. The researchers identified the relationship between the nursing students' level of satisfaction of the Clinical Learning Environment (CLE) and their personal characteristics. Study participants were students of the Nursing Department from different levels, 3th, 4th and interns’ students in University of Tabuk using questionnaire CLES +T scale Results: Nursing students were highly satisfied with the clinical learning environment and their satisfaction has been positively related to all clinical learning environment constructs namely the pedagogical atmosphere, the Ward Manager’s leadership style, the premises of Nursing in the ward, the supervisory relationship (mentor) and the role of the Nurse Teacher. Most of the respondents belong to 3rd Year Level; female; and well distributed among the medical and surgical units. There is a very strong relationship between the satisfaction level of the Nursing Students and their profile. Conclusion: Supervision methods are a significant factor influencing student evaluation of their clinical placement environment. The study offers a valuable insight into the analysis of factors contributing to improvements in clinical learning environment and models of clinical or workplace training.