Abstract
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.
Highlights
Clinical practice is a practice of involvement with the clinical placement that provides an opportunity for nursing students to apply the theory into practice in real environment and real patients, as well as developing their skills and attitudes that act as a foundation in their profession [1, 2]
Studies have shown that Clinical learning environment (CLE) has a great impact to the clinical practice among nursing students because they can apply the theory on what they have learned in the nursing course
The questionnaire consists of Part A, Part B and Part C (CLES + T scale [34 items]) that consists of pedagogical atmosphere (PA), leadership style of the head nurse (HN), premises of nursing in the ward (NC), preceptor relationship (PR) and role of preceptor (P)
Summary
Clinical practice is a practice of involvement with the clinical placement (environment) that provides an opportunity for nursing students to apply the theory into practice in real environment and real patients, as well as developing their skills and attitudes that act as a foundation in their profession [1, 2]. Studies have shown that CLE has a great impact to the clinical practice among nursing students because they can apply the theory on what they have learned in the nursing course. The nursing students are expected to progress through the clinical practice, and it is important to ensure that the clinical environment is very supportive along the students’ development process. The mean score for a total of satisfaction towards CLE among nursing students in UKMMC was 133.81 (SD = 19.67). 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) (Table 4)
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