Learning Environment Scale Research Articles

Field-study science classrooms as positive and enjoyable learning environments

We investigated differences between field-study classrooms and traditional science classrooms in terms of the learning environment and students’ attitudes to science, as well as the differential effectiveness of field-study classrooms for students differing in sex and English proficiency. A modified version of selected scales from the What Is Happening In this Class? questionnaire was used to assess the learning environment, whereas students’ attitudes were assessed with a shortened version of a scale from the Test of Science Related Attitudes. A sample of 765 grade 5 students from 17 schools responded to the learning environment and attitude scales in terms of both their traditional science classrooms and classrooms at a field-study centre in Florida. Large effect sizes supported the effectiveness of the field-studies classroom in terms of both the learning environment and student attitudes. Relative to the home school science class, the field-study class was considerably more effective for students with limited English proficiency than for native English speakers.

Evaluating online resources in terms of learning environment and student attitudes in middle-grade mathematics classes

The main objective of this research was to use learning environment and attitude scales in evaluating online resource materials for supporting a traditional mathematics curriculum. The sample consisted of 914 middle-school students in 49 classes. A second research focus was the validation of the chosen learning environment questionnaire, the Technology-Rich Outcomes-Focused Learning Environment Inventory (TROFLEI), with an ethnically-diverse sample of middle-grade mathematics students in Florida. Finally, we complemented quantitative questionnaire data with qualitative interview data that were analysed thematically. In addition to cross-validating the TROFLEI, our study suggested that the online resource provided neither much advantage nor much disadvantage.

A cross-national mixed-method study of reality pedagogy

This mixed-methods cross-national study investigated the effectiveness of reality pedagogy (an approach in which teachers become part of students’ activities, practices and rituals) in terms of changes in student perceptions of their learning environment and attitudes towards science. A questionnaire was administered to 142 students in grades 8–10 in the Bronx, New York City and Dresden, Germany. The questionnaire combines learning environment scales from the Constructivist Learning Environment Survey and the What Is Happening In this Class? Questionnaire with attitude scales from the Test of Science-Related Attitudes. Student interviews were used to support questionnaire findings. Quantitative data analyses revealed that reality pedagogy had a greater impact on students in the Bronx than in Dresden, with qualitative data clarifying differences in how reality pedagogy was enacted in each geographic area. Overall, our findings add to the body of evidence concerning the effectiveness of reality pedagogy as an approach to teaching and learning science across a variety of contexts.

Psychometric Testing of the Student Evaluation of Clinical Educational Environment Inventory in Greek Nursing Students

<p><strong>INTRODUCTION:</strong> The need for translation and validation of an assessment tool regarding the<em> </em>Clinical Learning Environment of nursing students in Greece is imperative, given that inappropriate research tools are frequently used. <strong>Τhe aim</strong> of this study was to validate and psychometrically test the Greek translation of the Student Evaluation of Clinical Educational Environment (SECEE) Version 3 Inventory, with a sample of senior nursing students during their clinical practice.</p><p><strong>METHODS:</strong><em> </em>Following a formal “forward-backward” method to translate the original SECEE into Greek, the scale was administered to 130 senior students. They also completed the Clinical Learning Environment and Supervision (CLES) Scale. Validity and reliability analyses were performed.</p><p><strong>RESULTS:</strong><em> </em>Cronbach’s alpha coefficient for the SECEE subscales score was 0.89 for Instructor Facilitation of Learning (IFL), 0.84 for Learning Opportunities (LO) and 0.84 for Preceptor Facilitation of Learning (PFL). Test-retest reliability analysis in a subgroup of students (n=40) revealed good short term stability over a two week interval. Confirmatory factor analysis confirmed the three factor subscales for the Greek translation, as in the original scale. Construct validity was supported through the scale’s moderate correlation with CLES subscales, ranged from 0.163 to 0.317 for IFL, from 0.387 to 0.445 for LO and from 0.443 to 0.537 for PFL.</p><p><strong>CONCLUSIONS</strong><strong>: </strong>The Greek version of the SECEE is a psychometrically sound instrument that can be usefully implemented into clinical education to identify appropriate clinical sites and provide information about student perceptions regarding the adequacy of learning opportunities. <strong></strong></p>

جودة بيئة التعلم وعلاقتها بالاتجاهات نحو التعلم واكتشاف الطلاب الموهوبين بالمرحلة الإعدادية بأسيوط : خطة عمل نحو بيئة مدرسية فعالة

هدف البحث الحالي إلى التعرف على العلاقة بين جودة بيئة التعلم والاتجاهات نحو التعلم وکذلک اکتشاف الطلاب الموهوبين بالمرحلة الإعدادية بأسيوط، وتکونت العينة الأساسية من (162) طالبا وطالبة بالصف الثالث الإعدادي بمدارس حکومية وتجريبية لغات وخاصة. واستخدمت الدراسة استبيان دعم بيئات التعلم الإيجابي، ومقياس الاتجاهات نحو التعلم ومقياس الخصائص السلوکية للموهوبين. وتوصلت الدراسة إلى العديد من النتائج کان منها وجود علاقة ارتباطية موجبة دالة إحصائيا بين مقياس بيئات التعلم وکل من الاتجاهات نحو التعلم واکتشاف الطلاب الموهوبين، کما وجدت فروق ذات دلالة إحصائية على مقياس بيئات التعلم حسب نوع المدرسة (حکومي – تجريبي لغات – خاصة) وذلک لصالح المدارس التجريبية لغات، وأظهرت النتائج أيضا وجود فروق ذات دلالة إحصائية على مقياس الاتجاهات نحو التعلم والخصائص السلوکية للموهوبين وذلک حسب نوع المدرسة وذلک لصالح کل من التجريبية لغات والخاصة مقارنة بالمدارس الحکومية، في حين أنه لم توجد فروق ذات دلالة إحصائية على کلا المقياسين بين المدارس التجريبية والمدارس الخاصة. The present research aimed to identify the relationship between the quality of the learning environment and attitudes towards learning, as well as Assiut gifted preparatory stage students discovering ,The basic sample of the study consisted of (162) male and female students, at third grade middle schools, governmental, languages experimental ​​and private schools. The study used the support positive learning environments questionnaire, the measure of attitudes towards learning and behavioral characteristics scale for the gifted. The study found many of the results, there was a statistically significant positive correlation between learning environments scale and all of the attitudes towards learning and gifted students discovering. The study also found statistically significant differences in the learning environments scale by school type (government - an languages experimental ​​- private) for the benefit of languages ​​experimental schools, it showed also having a statistically significant differences on a scale of attitudes towards learning and behavioral characteristics for the gifted according to the type of school for the benefit of both the languages experimental ​​and special compared with government schools.

The Effect of Power Sources Used by Lecturers in Class Management on The Pre-Service Teachers’ Perceptions of Fairness Regarding Their Learning Environment

The purpose of this study is to determine the effect of the power sources used by lecturers in class management on pre-service teachers’ perceptions of fairness regarding their learning environment. The sample of the study, which was designed in the correlational survey model, consists of 455 pre-service teachers studying at Mugla Sitki Kocman University. The data were collected through the application of the ‘Fair Learning Environment Scale’ and the ‘Lecturers’ Power Sources Scale’. In the analysis of the data, descriptive statistics, t -test, ANOVA and multiple regression analysis was used. Based on the findings, it was seen that pre-service teachers perceive their learning environment as a medium level of fair in general and they think the lecturers use legitimate power the most. Pre-service teachers’ opinions regarding their fair learning environments and the power sources used by their lecturers do not significantly differ according to gender variable but they do differ according to class and department variables. The power sources used by lecturers explain 57% of the total variance of the respectful partnership dimension and 46% of the total variance of the systemic fairness dimension of the fair learning environment. The use of personal power and information power by the lecturers leads to an increase in pre-service teachers’ perceptions of fairness and the use of coercive power leads their fairness expectations to decrease.

Science curiosity in learning environments: developing an attitudinal scale for research in schools, homes, museums, and the community

ABSTRACTAlthough curiosity is considered an integral aspect of science learning, researchers have debated how to define, measure, and support its development in individuals. Prior measures of curiosity include questionnaire type scales (primarily for adults) and behavioral measures. To address the need to measure scientific curiosity, the Science Curiosity in Learning Environments (SCILE) scale was created and validated as a 12-item scale to measure scientific curiosity in youth. The scale was developed through (a) adapting the language of the Curiosity and Exploration Inventory-II [Kashdan, T. B., Gallagher, M. W., Silvia, P. J., Winterstein, B. P., Breen, W. E., Terhar, D., & Steger, M. F. (2009). The curiosity and exploration inventory-II: Development, factor structure, and psychometrics. Journal of Research in Personality, 43(6), 987–998] for youth and (b) crafting new items based on scientific practices drawn from U.S. science standards documents. We administered a preliminary set of 30 items to 663 youth ages 8–18 in the U.S.A. Exploratory and confirmatory factor analysis resulted in a three-factor model: stretching, embracing, and science practices. The findings indicate that the SCILE scale is a valid measure of youth’s scientific curiosity for boys and girls as well as elementary, middle school, and high school learners.

Nepalese undergraduate nursing students' perceptions of the clinical learning environment, supervision and nurse teachers: A questionnaire survey

BackgroundClinical practice enables nursing students to acquire essential professional skills, but little is known about nursing students' perceptions of the clinical learning environment (CLE) in Nepal. ObjectivesTo examine Nepalese nursing students' perceptions regarding the CLE and supervision. DesignA cross-sectional questionnaire design was used. SettingsGovernment and private hospitals in Nepal where the undergraduate nursing college students undertook their clinical practice. ParticipantsStudents with clinical practice experience were recruited from years 2–4 of the B.Sc. nursing program in Nepal (n=350). The final sample comprised 263 students. MethodsA self-administered questionnaire including demographic characteristics, latest clinical practice site, and general satisfaction was administered February–March 2014. The previously validated Clinical Learning Environment, Supervision and Nurse Teacher evaluation scale was used in the questionnaire. The analytical approach used exploratory factor analysis, assessments of the scale and sub-dimension reliability, correlations of factors between scale sub-dimensions, and multiple regression analysis. ResultsStudents' practicum satisfaction level at government hospitals was significantly higher than those at private hospitals (p<0.0001). Five factors explained 85.7% of the variance, with minor factorial structure differences compared with the original scale. Reliability was confirmed (Cronbach's alpha=0.93 for total scale, 0.76–0.92 for sub-dimensions). Inter-correlations between the five original sub-dimensions were 0.27–0.68 (p<0.0001). Students undertaking their practicum in private hospitals evaluated their clinical placements significantly more negatively on most sub-dimensions than those in government hospitals. Multiple regression analysis revealed a significant positive relationship between satisfaction and pedagogical atmosphere (p<0.0001). ConclusionThis is the first study to investigate nursing students' perceptions of the CLE in undergraduate nursing programs in Nepal. Students were satisfied with the CLE overall, but satisfaction varied by practicum hospital sector. The most influential factor explaining satisfaction was pedagogical atmosphere.

Clinical education and training of student nurses in four moderately new European Union countries: Assessment of students' satisfaction with the learning environment

Nurses underwent different models of education during various historical periods. The recent decade in Europe has been marked with educational transitions for the nursing profession related to Bologna Declaration and enlargement of the European Union. This paper aims to explore the situation of clinical placements for student nurses and assess students' satisfaction with the learning environment in four relatively new member states of European Union: the Czech Republic, Hungary, Lithuania and Romania. The data for cross-sectional quantitative study were collected during the exploratory phase of EmpNURS Project via a web based questionnaire which utilized a part of Clinical Learning Environment scale (CLES + T). The students evaluated their clinical learning environment mainly positively. The students' utter satisfaction with their clinical placements reached a high level and strongly correlated with the supervisory model. Although the commonest model for supervision was traditional group supervision, the most satisfied students had the experience of individualised supervision. The study gives a picture of the satisfaction of students with the learning environment and, moreover, with clinical placement education of student nurses in four EU countries. The results highlight the individualized supervision model as a crucial factor of students' total satisfaction during their clinical training periods.

Effectiveness of student response systems in terms of learning environment, attitudes and achievement

In order to investigate the effectiveness of using Student Response Systems (SRS) among grade 7 and 8 science students in New York, the How Do You Feel About This Class? (HDYFATC) questionnaire was administered to 1097 students (532 students did use SRS and 565 students who did not use SRS). Data analyses attested to the sound factorial validity and internal consistency reliability of the HDYFATC, as well as its ability to differentiate between the perceptions of students in different classrooms. Very large differences between users and non-users of SRS, ranging from 1.17 to 2.45 standard deviations for various learning environment scales, attitudes and achievement, supported the efficacy of using SRS.

Some Dilemmas Regarding Teacher Training: On the Teacher’s (Not) Being a Role Model

In the research, the primary and secondary school teachers’ styles of teaching, beliefs and applications related to the teaching approach have been analyzed in terms of teaching applications. In the research, in which descriptive and qualitative analyses have been carried out, mixed method has been used. The research has been performed with totally 200 teachers consisting of 106 women, 94 men who are in charge in primary and secondary schools. In the research Anthony F. Grasha - Sherly Wetter Reichmann Learning Style scale and the constructivist learning environment scale developed by Tenenbaum, Naidu, Jegede and Austin have been used. Besides the diaries (80 diaries) written within the context of teaching applications by the 24 senior students in Faculty of Education have been analysed. Along with that the teachers have high levels of modelling, encouraging individualism, personal, advisor and counsellor teaching styles, it is seen that they have the teaching styles of information conveyor on a level higher than intermediate, and authoritative teaching style to a great extent. In the teacher candidates’ pre-service education, the differences between the existence of the role models “inappropriate” for the system or the approach and the beliefs and applications may cause the teacher candidates to suffer from some errors with regard to the role models in the education process.

The Extent to Which the Characteristics of a Metacognitive Oriented Learning Environment Predict the Characteristics of a Thinking-Friendly Classroom

Problem Statement: Based on information presented in previous literature, that the characteristics of learning environments foster metacognition and thinking, it is believed that metacognitive oriented classrooms can contribute to the formation of environments needed to teach thinking, and when metacognitive oriented learning environment characteristics of classrooms are developed, their suitability for thinking education will be enhanced. However, in literature, there is no research looking at the predictive relationship between the characteristics of a metacognitive oriented learning environment and the characteristics of a thinkingfriendly classroom. Purpose of the Study: The purpose of the current study is to investigate the predictive relationships between the characteristics of a metacognitive oriented learning environment in science classes and the characteristics of a thinking-friendly classroom based on the opinions of secondary school students. Method: The study is a predictive study designed in the relational survey model. The sampling of the study consists of 378 students attending secondary schools in the city of Kutahya. In the study, The Metacognitive Orientation Learning Environment Scale–Science (MOLES-S) and Thinking-Friendly Classroom Scale (TFCS) were employed as data collection instruments. In the analysis of the data, Pearson correlation analysis and multi-linear regression were used. Findings and Results: The results of the regression analysis revealed that all the predictive variables together can meaningfully explain 53% of the total

A Survey on Turkish nursing students' perception of clinical learning environment and its association with academic motivation and clinical decision making

Nursing education is a process that includes theoretical and practical learning and requires the acquisition of theoretical knowledge and skill. Nursing students need a good clinical practice environment in order to apply their knowledge and skills due to the fact that the clinical practice settings play an important role in the nursing profession. This study was carried out in an effort to explore nursing students' perception of the clinical learning environment and its association with academic motivation and clinical decision making. A descriptive survey design was used. This study was conducted in Giresun University in Turkey. Participants were second-, third- and fourth-year undergraduate students (n=222) in the Bachelor of Nursing Science Degree in the academic spring term of 2014-2015. The data was collected using the 'Clinical Learning Environment Scale', the 'Academic Motivation, and the 'The Clinical Decision Making in Nursing Scale'. Of the respondents in this study, 45% of the students were second class, 30.6% of the students were third class and 24.3% of the students were fourth class. There was a statistically significant positive correlation found between the clinical learning environment and the nursing students' academic motivation (r=0.182, p<.05). However, there was no correlation between the clinical learning environment and clinical decision making (r=0.082, p>.05). One of the prerequisites for the training of qualified students is to provide nursing students with a qualified clinical environment. It was found that nursing students' academic motivation increased as the quality of their clinical learning environment improved.

Profiling medical school learning environments in Malaysia: a validation study of the Johns Hopkins Learning Environment Scale.

Purpose:While a strong learning environment is critical to medical student education, the assessment of medical school learning environments has confounded researchers. Our goal was to assess the validity and utility of the Johns Hopkins Learning Environment Scale (JHLES) for preclinical students at three Malaysian medical schools with distinct educational and institutional models. Two schools were new international partnerships, and the third was school leaver program established without international partnership. Methods:First- and second-year students responded anonymously to surveys at the end of the academic year. The surveys included the JHLES, a 28-item survey using five-point Likert scale response options, the Dundee Ready Educational Environment Measure (DREEM), the most widely used method to assess learning environments internationally, a personal growth scale, and single-item global learning environment assessment variables.Results:The overall response rate was 369/429 (86%). After adjusting for the medical school year, gender, and ethnicity of the respondents, the JHLES detected differences across institutions in four out of seven domains (57%), with each school having a unique domain profile. The DREEM detected differences in one out of five categories (20%). The JHLES was more strongly correlated than the DREEM to two thirds of the single-item variables and the personal growth scale. The JHLES showed high internal reliability for the total score (α=0.92) and the seven domains (α, 0.56-0.85). Conclusion:The JHLES detected variation between learning environment domains across three educational settings, thereby creating unique learning environment profiles. Interpretation of these profiles may allow schools to understand how they are currently supporting trainees and identify areas needing attention.

The difference in learning culture and learning performance between a traditional clinical placement, a dedicated education unit and work-based learning

BackgroundAn experiment was carried out on the bachelor’s degree course in nursing with two new clinical placement concepts: workplace learning and the dedicated education centre. The aim was to establish a learning culture that creates a sufficiently high learning performance for students. ObjectivesThe objectives of this study are threefold: (1) to look for a difference in the “learning culture” and “learning performance” in traditional clinical placement departments and the new clinical placement concepts, the “dedicated education centre” and “workplace learning”; (2) to assess factors influencing the learning culture and learning performance; and (3) to investigate whether there is a link between the learning culture and the learning performance. MethodA non-randomised control study was carried out. The experimental group consisted of 33 final-year nursing undergraduates who were following clinical placements at dedicated education centres and 70 nursing undergraduates who undertook workplace learning. The control group consisted of 106 students who followed a traditional clinical placement. The “learning culture” outcome was measured using the Clinical Learning Environment, Supervision and Nurse Teacher scale. The “learning performance” outcome consisting of three competencies was measured using the Nursing Competence Questionnaire. ResultsThe traditional clinical placement concept achieved the highest score for learning culture (p<0.001). The new concepts scored higher for learning performance of which the dedicated education centres achieved the highest scores. The 3 clinical placement concepts showed marked differences in learning performance for the “assessment” competency (p<0.05) and for the “interventions” competency (p<0.05). ConclusionsTraditional clinical placement, a dedicated education centre and workplace learning can be seen as complementary clinical placement concepts. The organisation of clinical placements under the dedicated education centre concept and workplace learning is recommended for final-year undergraduate nursing students.

A unified model of student engagement in classroom learning and classroom learning environment: one measure and one underlying construct

This study employed the capabilities-expectations model of engagement in classroom learning based on bio-ecological frameworks of intellectual development and flow theory. According to the capabilities-expectations model, engagement requires a balance between the capabilities of a student for learning in a particular situation and what is expected of that student’s learning. The study also used an eight-element model of the classroom learning environment (self educational values, self learning outcomes, classroom/peer learning attitudes and behaviours, classroom/peer support, classroom/peer discussion, classroom planning, teacher support and expectations, and parental involvement). The aim was to test the assumption that engagement in classroom learning and perceptions of the classroom learning environment both indicate the same uni-dimensional construct. If this assumption is correct, then it should be possible to plot measures of student engagement and measures of the learning environment on the same linear scale. A measurement model such as the Rasch Model can then be used to test how well empirical data fit the scale. An 85-item rating scale survey of student engagement in classroom learning and the classroom learning environment scale was created. Data from its administration to 1760 secondary school students were tested for fit to the Rasch Rating Scale Model. Data on engagement in classroom learning and the classroom learning environment were able to be plotted on one interval scale, therefore suggesting the presence of the underlying common construct. The construct was called an engaging learning environment.

Learning environment assessments of a single curriculum being taught at two medical schools 10,000 miles apart.

BackgroundPerdana University Graduate School of Medicine (PUGSOM), the first graduate-entry medical school in Malaysia, was established in 2011 in collaboration with Johns Hopkins University School of Medicine (JHUSOM), an American medical school. This study compared learning environments (LE) at these two schools, which shared the same overarching curriculum, along with a comparator Malaysian medical school, Cyberjaya University College of Medical Sciences (CUCMS). As a secondary aim, we compared 2 LE assessment tools - the widely-used Dundee Ready Educational Environment Measure (DREEM) and the newer Johns Hopkins Learning Environment Scale (JHLES).MethodsStudents responded anonymously at the end of their first year of medical school to surveys which included DREEM, JHLES, single-item global LE assessment variables, and demographics questions.ResultsRespondents included 24/24 (100 %) students at PUGSOM, 100/120 (83 %) at JHUSOM, and 79/83 (95 %) at CUCMS. PUGSOM had the highest overall LE ratings (p < 0.05) [DREEM 155.3 (SD 21.3); JHLES 116.5 (SD 12.2)], followed by JHUSOM [DREEM 143.3 (SD 22.5); JHLES 111.7 (SD 12.0)] and CUCMS [DREEM 138.5 (SD 22.4); JHLES 106.4 (SD 14.5)]. PUGSOM’s overall high LE ratings were driven by responses in “perception of teaching,” “meaningful engagement,” and “acceptance and safety” domains. JHLES detected significant differences across schools in 5/7 domains and had stronger correlations than DREEM to each global LE assessment variable.ConclusionsThe inaugural class of medical students at PUGSOM rated their LE exceptionally highly, providing evidence that transporting a medical school curriculum may be successful. The JHLES showed promise as a LE assessment tool for use in international settings.

The Johns Hopkins learning environment scale: measuring medical students' perceptions of the processes supporting professional formation.

To construct a new measure to assess students' perceptions of the medical school learning environment (LE). In 2012, students at Johns Hopkins University School of Medicine completed a survey containing 32 LE items. Additional questions asked about overall perception of the LE, personal growth, and recommending the school to a friend. Validity evidence for content, response process, internal structure, and relation to other variables was collected for interpretation of scores. Of 465 students surveyed, 377 (81%) completed all LE items. Exploratory factor analysis yielded the 28-item Johns Hopkins Learning Environment Scale (JHLES) with seven factors/subscales: community of peers, faculty relationships, academic climate, meaningful engagement, mentoring, inclusion and safety, and physical space. Students' overall JHLES scores ranged from 51 to 139, of a possible 28 to 140, with a mean (SD) of 107 (15). Overall scores and most subscale scores did not differ significantly by gender or racial/ethnic background, but did differ significantly by overall perception of the LE (P ≤ .001) and increased incrementally as overall perception improved. Overall JHLES scores were significantly higher for students with higher personal growth scores and students who would recommend the school (both P < .001). Subscale scores for all seven factors increased with improved overall perception of the LE (all P ≤ .005). The JHLES is a new measure to assess students' perceptions of the medical school LE, with supporting validity evidence and content describing the social, relational, and academic processes of medical school that support students' professional formation.

An Investigation into the Organization Levels of Social Studies Teachers with regard to Constructivist Learning Environments in Terms of Several Variables

The purpose of this research project was to evaluate the performance and conditions of elementary-level social studies teachers, and how such variables affect their overall ability to create a constructivist learning environment. The research group was composed of 241 social studies teachers. A Turkish translation of the work “Constructivist Learning Environment Scale” by Tenenbaum, Naidu, Jegede & Austin (2001), adapted by Fer & Cirik (2006), was used as a guide for data collection. This research shows that the teachers were largely successful in creating the constructivist learning environment, but that by far the most pertinent factor in the success or failure in creating such an atmosphere is the geographical location of the school in relation to an urban center.

Midwifery students׳ experiences of an innovative clinical placement model embedded within midwifery continuity of care in Australia

Backgroundmidwifery continuity of care experiences can provide high quality clinical learning for students but can be challenging to implement. The Rural and Private Midwifery Education Project (RPMEP) is a strategic government funded initiative to (1) grow the midwifery workforce within private midwifery practice and rural midwifery, by (2) better preparing new graduates to work in private midwifery and rural continuity of care models. Aimthis study evaluated midwifery students׳ experience of an innovative continuity of care clinical placement model in partnership with private midwifery practice and rural midwifery group practices. Methoda descriptive cohort design was used. All students in the RPMEP were invited to complete an online survey about their experiences of clinical placement within midwifery continuity models of care.Responses were analysed using descriptive statistics. Correlations between total scale scores were examined. Open-ended responses were analysed using content analysis. Internal reliability of the scales was assessed using Cronbach׳s alpha. Findingssixteen out of 17 completed surveys were received (94% response rate). Scales included in the survey demonstrated good internal reliability. The majority of students felt inspired by caseload approaches to care, expressed overall satisfaction with the mentoring received and reported a positive learning environment at their placement site. Some students reported stress related to course expectations and demands in the clinical environment (e.g. skill acquisition and hours required for continuity of care).There were significant correlations between scales on perceptions of caseload care and learning culture (r=.87 p<.001) and assessment (r=.87 p<.001). Scores on the clinical learning environment scale were significantly correlated with perceptions of the caseload model (rho=.86 p<.001), learning culture (rho=.94 p<.001) and assessment (rho=.65 p<.01) scales. Conclusionsembedding students within midwifery continuity of care models was perceived to be highly beneficial to learning, developed partnerships with women, and provided appropriate clinical skills development required for registration, while promoting students׳ confidence and competence. The flexible academic programme enabled students to access learning at any time and prioritise continuity of care experiences.Strategies are needed to better support students achieve a satisfactory work-life balance.