Abstract
Background:The clinical learning environment refers to the learning placement that provides opportunities to integrate theory into practice, build clinical decision-making abilities, and develop a professional identity.Aim: to assess the perception of secondary nursing school students regarding their clinical learning environment and clinical supervision in Port Said City.Subjects and Method: A descriptive correlational research designwas used for the current study in three secondary nursing schools at Port- Said city. The study subjects will include 360 femalestudents.Two tools were used for data collection; Clinical learning environment inventory actual and expected form(CLEI), and clinical supervision questionnaire(CSQ).Results:The current study revealed that the majority of nursing students reported that there was low level of actual clinical learning environment (66.47%), andthe majority of nurse students had a high level of expected clinical learning environment (76.4%), also more than half of nurse students had a moderate level of clinical supervision (56.9%).Conclusion:It was evidenced that there was a significant difference between actual and expected clinical environments. Also the results suggested significant relationship between clinical learning environment and clinical supervision. Recommendations:The main recommendations are suggested, considering students’ expectations of clinical teaching environment and decreasingthe gap between the actual and expectedclinical environments is necessary. In addition,continuous studies on clinical teaching environment evaluation and their results, and to assess clinical instructors’ and clinical staff opinions about the clinical teaching environment are recommended.
Highlights
Nursing education is closely related to theoretical and clinical teaching
AIM OF THE STUDY : This study aims to assess the perception of secondary nursing school students regarding their clinical learning environment and clinical supervision in Port Said City
Table (4): showed that Students had different perceptions about actual and expected clinical learning environments assessed by investigating the differences on related scales of the Clinical Learning Environment Inventory (CLEI) actual and expected forms
Summary
Nursing education is closely related to theoretical and clinical teaching. In this regard, clinical trials of nursing students are an important component of the nursing profession as well as clinical teaching, which is the cornerstone of nursing education (Skaalvik, Normann&Henriksen, 2011). The student learns how to apply nursing knowledge, nursing skills, patient communication and professionalization and prepare themselves for future workplace practice. Nursing students may believe that the clinical environment is the most influential educational component for acquiring knowledge and nursing skills (Berntsen&Bjørk, 2010). The clinical learning environment refers to the learning placement that provides opportunities to integrate theory into practice, build clinical decision-making abilities, and develop a professional identity.Aim: to assess the perception of secondary nursing school students regarding their clinical learning environment and clinical supervision in Port Said City.Subjects and Method: A descriptive correlational research designwas used for the current study in three secondary nursing schools at Port- Said city. In addition,continuous studies on clinical teaching environment evaluation and their results, and to assess clinical instructors’ and clinical staff opinions about the clinical teaching environment are recommended.
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