Actual Clinical Learning Environment Research Articles

SECONDARY NURSING SCHOOL STUDENTS PERCEPTION REGARDING CLINICAL LEARNING ENVIRONMENT AND CLINICAL SUPERVISION IN PORT SAID CITY

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.

The effectiveness of shared clinical teaching in nursing

AimClinical learning is a critical component of a nursing curriculum. Student satisfaction in clinical environment is crucial to foster a positive learning experience. Faculty shortages have made clinical teaching more challenging; as such, alternate models of clinical teaching must be explored by nursing programs. The purpose of this study was to measure the perception of student satisfaction in regard to the effectiveness of shared clinical teaching in nursing. MethodsUtilizing Chan's Clinical Learning Environment Inventory (CLEI), this quantitative comparative study examined nursing students' preferred and actual clinical learning environment. The CLEI contains 42 questions in six subscales: Individualization, Innovation, Involvement, Personalization, Task Orientation, and Satisfaction in both the actual and preferred clinical learning environment. The sample consisted of 202 nursing students in two groups: the first group had 91 students who experienced shared clinical teaching with two faculty, whereas the second group had 111 students who experienced the traditional, single faculty model. The results were analyzed using independent sample T-tests. ResultsThe preferred learning environment was rated highest in all six subscales. Scores of the Satisfaction subscale and the Innovation subscale for Actual Learning Environment, and the score of the Innovation subscale for Preferred Learning Environment of students experiencing shared clinical teaching with two faculty were higher than the scores of students experiencing traditional, single faculty model, with statistically significance (P＜0.05). ConclusionThe results indicated students preferred the shared clinical teaching model with two faculty over the single faculty model. Nursing programs can utilize this model and apply these results to develop and maintain quality clinical teaching.

Views and perceptions of nursing students on their clinical learning environment: Teaching and learning

The clinical learning environment constitutes an initial area of professional practice for nurses and student opinion contributes to its improvement. The assessment of students' views and perceptions of a Greek nursing school on their clinical learning environment. The study was concurrent and included 196 students. We used the published questionnaire "Clinical Learning Environment Inventory (CLEI)" which is a tool for identifying and assessing Nursing students' perceptions of the psychosocial characteristics of their clinical learning environment. The questionnaire was anonymous and completed by the students themselves during their clinical training at the hospital. We conducted inductive and descriptive statistics. The level of statistical significance was set at p<0.05. The statistical program SPSS 16.0 was used. The highest mean score for the Actual Clinical Learning Environment was observed in the scales of "Personalization" (23.97) and "Task orientation" (23.31) while for the Preferred Clinical Learning Environment in the scales of "Personalization" (27.87), "Satisfaction" (26.82) and "Task orientation" (26.78). The lowest mean score for the Actual Clinical Learning Environment was found in the scales of "Innovation" (19.21) and "Individualization" (19.24) while for the Preferred Clinical Learning Environment in the scales of "Individualization" (22.72) and "Involvement" (24.31). Statistically significant positive correlation was found between "Satisfaction" and all other scales of the CLEI. There is a noticeable gap between the expectations and reality of the clinical learning environment for the students in nursing. Reorganization of the educational framework is needed with an emphasis on innovation and individualization.

Perception of hospital learning environment: A survey of Hong kong nursing students

The last two decades have seen widespread changes to nurse education but the clinical field remains an essential and invaluable resource in preparing students for the reality of their professional role, supporting the integration of theory and practice, and linking the 'knowing what' to do with the 'knowing how' to deliver care. The clinical learning environment represents a vital element of nurse education that needs to be measurable and warrants further investigation. This survey study examined Hong Kong nursing students' perception of the social climate of the clinical learning environment. Participants were invited to complete the two versions, the Actual and Preferred Forms, of the Clinical Learning Environment Inventory following the completion of their clinical field placement. Two hundred eighty one Actual Forms and 243 Preferred Forms returned. SPPS version 11 was employed to analyse data with descriptive and inferential statistics. It was found that there were significant differences between students' perceptions of the actual clinical learning environment and the ideal clinical learning environment they desired. The study highlights the need for a supportive clinical learning environment which is of paramount importance for students in clinical practice.

Hong Kong nursing students’ perception of the clinical environment: a questionnaire survey

Clinical practice is a vital component of the nursing curriculum yet it takes place in a complex social context. This survey examined Hong Kong nursing students’ perception of the social climate of the clinical learning environment. The targeted subjects were all Years 2–4 pre-registration nursing students at the school of nursing of a major University in Hong Kong. Participants were invited to complete the two versions, the actual and preferred forms, of the Clinical Learning Environment Inventory following the completion of their clinical field placement. Two hundred and eighty one actual forms and 243 preferred forms were returned. SPPS version 11 was employed to analyse the data using descriptive and inferential statistics. It was found that there were significant differences between students’ perceptions of the actual clinical learning environment and the ideal clinical learning environment they desired. The study highlights the need for a supportive clinical learning environment which is of paramount importance in securing the required teaching and learning process for students on clinical practice.

The relationship between student learning outcomes from their clinical placement and their perceptions of the social climate of the clinical learning environment

Rationale: Clinical learning is an integral part of nursing education; yet, clinical education has been problematic. Various studies have suggested that not all practice settings are able to provide nursing students with a positive learning environment. In order to maximize nursing students’ clinical learning outcomes, there is a need to examine the clinical learning environment.Aim: To investigate the relationship between student learning outcomes from their clinical placement and their perceptions of the social climate of the clinical learning environment.Method: The Clinical Learning Environment Inventory was used to collect data in the survey study. Returning of the completed questionnaires implied consent to participate. The final sample group consisted of 108 second-year nursing students undertaking clinical placement in 14 metropolitan hospitals in South Australia.Results: Findings from the study suggested that students’ perceptions of the outcomes of their clinical placement are strongly associated with all five scales of the CLEI namely; Individualisation, Innovation, Involvement, Personalisation and Task Orientation. It is interesting to note that students who perceived the outcomes of their clinical placement as greatly positive, have placed high expectations on the scale, Task Orientation. The study also found that there were significant differences between students’ perceptions of the actual clinical learning environment with their preferred clinical learning environment.Implications: The value of this study lies in the resulting implication for nursing education and future research. A better understanding of what constitutes quality clinical education from the students’ perspective would be valuable in providing better educational experiences.

Associations between student learning outcomes from their clinical placement and their perceptions of the social climate of the clinical learning environment

The aim of this study was to investigate the associations between student learning outcomes from their clinical placement and their perceptions of the social climate of the clinical learning environment. The Clinical Learning Environment Inventory (CLEI) was used to collect data. The final sample group consisted of 108 second-year nursing students undertaking clinical placement in 14 metropolitan hospitals in South Australia. Findings from the study suggested that students’ perceptions of the outcomes of their clinical placement are strongly associated with all five scales of the CLEI namely; Individualisation, Innovation, Involvement, Personalisation and Task Orientation. It is interesting to note that student who perceived the outcomes of their clinical placement as greatly positive, have placed high expectations on the scale, Task Orientation. The study also found that there were significant differences between students’ perceptions of the actual clinical learning environment with their preferred clinical learning environment. The value of this study lies in the resulting implication for nursing education and future research. A better understanding of what constitutes quality clinical education from the students’ perspective would be valuable in providing better educational experiences.

Combining qualitative and quantitative methods in assessing hospital learning environments

Clinical education is a vital component in the curricula of pre-registration nursing courses and provides student nurses with the opportunity to combine cognitive, psychomotor, and affective skills. Clinical practice enables the student to develop competencies in the application of knowledge, skills, and attitudes to clinical field situations. It is, therefore, vital that the valuable clinical time be utilised effectively and productively. Nursing students’ perception of the hospital learning environment were assessed by combining quantitative and qualitative approaches. The Clinical Learning Environment Inventory, based on the theoretical framework of learning environment studies, was developed and validated. The quantitative and qualitative findings reinforced each other. It was found that there were significant differences in students’ perceptions of the actual clinical learning environment and their preferred learning environment. Generally, students preferred a more positive and favourable clinical environment than they perceived as being actually present.