Perceptions Of Learning Environment Research Articles

Variations in the coherence and engagement in students’ experience of blended learning

We report a study which examines coherence of engagement of 344 first year engineering students’ blended learning experience. Using self-report and observational data sources, we demonstrate that student perceptions of the blended learning environment, academic learning outcomes, and engagement with the online learning activities are logically related at the variable level as shown by correlation analyses; and at the level of student groupings of similar learning experience and behaviors, as revealed by cluster, ANOVA, and 2 x 2 contingency analyses. Using self-report data, we found that when students perceived the learning activities in the f2f and online environments were integrated, they were more likely to be engaged with the online learning and to perform relatively higher on the assessment tasks than students who perceived disintegration between f2f and online learning. Using the observational data, students who were more engaged with the online learning tended to perceive that the online learning was well integrated with the f2f learning, that the online contributions were valuable for the whole learning experience, and achieved relatively higher than less engaged students. A 2 x 2 contingency table revealed a logical relationship between the groupings of students based on the selfreport and observational data: moderate and positive association was found between students with coherent perceptions and more engagement; and between students with fragmented perceptions and less engagement. The use of multiple data sources and methods enabled triangulation, strengthened analysis power, and offered a more comprehensive picture of students’ blended learning experience.

Perceptions of the learning environment in ophthalmology residency training: A mixed method study

Introduction: A good learning environment (LE) will affect the quality and standard of the learning process, student performance, and the outcome of the curriculum as well as predictor of the quality of health services. Our study aims to assess residents’ perception of the LE in Ophthalmology training programs for future improvement. Methods: Mixed method with an explanatory sequential design was implemented in this study using the Post-graduate Hospital Educational Environment Measure (PHEEM) as a quantitative approach and open-ended questions collaborated with focus group discussion (FGD) as a qualitative measurement. A comparison of the quantitative data was made using parametric and non-parametric analyses. Thematic analyses were performed for qualitative data. Integration of quantitative and qualitative data was done by connecting both data. Results: Fifty-three residents participated in this survey. The mean age was 30.96±2.18 years old, 64.15% were female and 77.36% are at the internship stage. The mean score of overall PHEEM was 123.40 ±12.35, indicated an excellent LE, while the mean score of perceptions of role autonomy, perceptions of teaching, and perceptions of social support were 42.57±4.62, 47.75±4.84 and 33.08±4.15, respectively. There is no significant difference between gender and study period with the perception of LE. Thematic analysis from qualitative data reveals six positive and five negative perception themes. All discovered themes confirmed concordance with the result of LE perception. Conclusion: Learning environment perception in the ophthalmology residency program was excellent and essential for the student's skills and performance quality. Some specific areas still need improvement strategies for institutional development. Keywords: Learning Environment, PHEEM, Ophthalmology, Residency, Mixed Method

Pilot Study on the Development and Integration of Anthropomorphic Models within the Dental Technician Curriculum.

The effectiveness of modern medical education largely depends on the integration and utilization of digital technologies in teaching various disciplines. In this pilot usability study, we introduced 3D printed anthropomorphic dental models, specifically designed for the elective discipline "Digital and Metal-Free Techniques in Dental Technology" from the curriculum of the Dental Technician specialty in the Medical University of Varna. The evaluation focused on dental technician students' perception of this novel learning environment, its influence on their performance, and the potential for future application of these models and related 3D technologies in their professional practice. A validated satisfaction questionnaire was distributed among 80 students, comprising the total cohort. The results indicated a high acceptance rate, with nearly 95% of participants finding the use of digitally created 3D-printed dental models beneficial. More than 90% believed that exploring digital technologies would enhance their skills. The well-trained instructor's competence in technology use convinced students of its value, with more than 98% expressing a willingness to incorporate these technologies into their future work for improved precision in dental models. However, due to the current high cost of needed equipment, only 10% of participants may practicably introduce this novel technology into their practical work. The use of anatomically accurate 3D printed models is a valuable addition to the current dental technician curriculum in medical colleges.

IJCM_367A: Mapping the Terrain of Learning: A Study on the Association between Self- Directed Learning Readiness and Learning Environment Dynamics among Students studying in a Public Health Institute in Kolkata

Background: Self-directed learning (SDL) is the process in which individuals take the initiative and learning environment involves all other aspects of the institute. Good SDL ability is the foundation of lifelong learning. Students’ perception of the educational environment plays a subtle role in learning and contributes to learning input and students’ achievement. Self- directed learning is integral to public health teaching Objectives: To assess the perceptions of learning environment and self- directed learning readiness and the association between the two among public health students Methodology: A cross-sectional study was conducted from July to December 2023 in a public health institute in Kolkata. A total of 102 participants across five courses were selected by Census method and their self-directed learning readiness (SDLRS) and perceptions of learning environment were assessed using a self-administered questionnaire. The collected data was analysed using descriptive and inferential statistics in SPSS, version 16. Ethical approval was taken from Institutional Ethics Committee of AIIH&PH, Kolkata. Results: The mean age of the study participants was 26.7 years and 64.7% of the study participants were from MBBS background. The median academic hours was 18 hours per week and around 37.3% of the participants were studying in the institute for less than 6 months and 20.6% for more than 24 months. There was significant positive correlation between SDLRS and Learning Environment (Spearman’s rho=0.281, p=0.004). SDLRS and perceptions of Learning environment improved with increase in duration of studying. Age(p=0.015) and prior academic qualification(p=0.016) were significantly associated with SDLRS. Conclusion: SDLRS is associated with positive Learning Environment. SDL ability can be improved by changing the learning environment to include new student-centered teaching methods. The duration of studying in the institute is also an important driver to inculcate self directed learning ability among the participants.

Mapping the Terrain of Learning: A Study on the Association between Self-Directed Learning Readiness and Learning Environment Dynamics among Students studying in a Public Health Institute At Kolkata, India

Introduction: Self-directed learning (SDL) is the process in which individuals take the initiative and learning environment involves all other aspects of the institute. Good SDL ability is the foundation of lifelong learning. Students’ perception of the educational environment plays a subtle role in learning and contributes to learning input and students’ achievement. Self- directed learning is integral to public health teaching. Objectives: To assess the perceptions of learning environment and self-directed learning readiness and association between the two among public health researchers and also to elicit the factors associated with SDLRS. Method: A cross-sectional study was conducted from July to December 2023 in a public health institute in Kolkata. A total of 102 participants across five courses were selected by Complete Enumeration method and their self-directed learning readiness (SDLRS) and perceptions of learning environment were assessed using a self-administered questionnaire. The data was analysed in SPSS, version 16. Ethical approval was taken. Results: The mean age of the study participants was 26.7 years and 64.7% of the study participants were from MBBS background. The median academic hours was 18 hours per week, 37.3% of the participants were studying in the institute for less than 6 months and 20.6% for more than 24 months. The overall perception of learning environment was more positive than negative. There was significant positive correlation between SDLRS and Learning Environment (Spearman’s rho=0.281, p=0.004). Age (p=0.015) and prior academic qualification (p=0.016) were significantly associated with SDLRS. Conclusion: SDLRS was associated with positive Learning Environment. The overall perception of SDLRS was average and the SDL ability improved with duration of study in the institute and deteriorated with age of the study participants

Perception of the operation theater learning environment and related factors among anesthesia students in Ethiopian higher education teaching hospitals: a multicenter cross-sectional study

IntroductionOperation theater learning involves three key elements: clinical work, learning, and the environment. There is little evidence regarding the operating theatre learning environment for anesthesia trainees. Identifying the overall perception of the operation theater learning environment helps to establish an efficient operation theater learning environment and produce competent anesthesia professionals.ObjectiveThe aim of this study was to assess the perceptions of the operating theater learning environment and associated factors among undergraduate anesthesia students in Ethiopian higher education teaching hospitals from April to May 2023.MethodsA multicenter cross-sectional study was conducted on 313 undergraduate anesthesia students who began operation room clinical practice at 13 higher education teaching hospitals. The data were entered into EpiData version 4.6. A generalized ordered logistic regression model was used to analyze and identify factors associated with the operating theater learning environment using STATA software version MP17.ResultsThe findings of this study revealed that 45.05%,26.52%), 23% and 5.43% of the participants reported having desirable, moderately desirable, very desirable and undesirable perceptions of the operating theater learning environment, respectively, from highest to lowest. Preoperative discussion (AOR = 4.98 CI = 1.3–18.8), lack of teaching facilities (AOR = 0.16 CI = 0.03–0.75), noise from played music (AOR = 0.22 CI = 0.07–0.63), absence of tutors (AOR = 0.03 CI = 0.01–0.22), respect for students (AOR = 3.44 CI = 1.6–7.2), roll modeling for students (AOR = 3.23 CI = 1.5–6.8) and strict supervision of students (AOR = 0.24 CI = 0.07–0.88) were significantly associated with perceptions of the operation theater learning environment, with 95% CIs.ConclusionNo study participant agreed that the operation theater learning environment in operation theatres was very undesirable. A lack of teaching facilities at the OR, a lack of tutors from the OR, noise from played music in the OR, a tutor respecting their student, a tutor role model for their student, a preoperative discussion with a tutor and strict supervision of the student are strongly associated with the operation theatre learning environment.

Evaluating Critical Thinking Disposition, Emotional Intelligence, and Learning Environment of Nursing Students: A Longitudinal Study.

The COVID-19 pandemic may have inhibited the development of critical thinking and emotional intelligence of nursing students due to the transition from traditional to online learning environments. The objective was to evaluate the development of critical thinking, emotional intelligence, and the perceived learning environment of nursing students during the pandemic from their first to second year. This was a longitudinal study of 82 nursing students from 2 universities in Greece. We measured critical thinking disposition, emotional intelligence, and the students' perceptions of the learning environment in 2 phases, separated by a 10 month interval, before and during the pandemic. Students had moderate-to-high critical thinking and emotional intelligence and perceived the learning environment as more positive than negative in both phases. However, there were no statistically significant changes between phases in critical thinking disposition (mean score 44.3 vs 45.1, p = .224) and emotional intelligence (mean score 5.05 vs 5.06, p = .950) between the 2 phases. Nevertheless, students rated the online learning environment (phase 2) higher than the traditional (mean score 137.8 vs 132.2, p = .005). Critical thinking and emotional intelligence did not change, but students favored the online learning environment over the traditional. These findings suggest that nurse educators persevered, adapted, and maintained the quality of the learning environment despite the pandemic. Moreover, the utilization of an online learning environment may have led to enhanced enjoyment and engagement for students, which could potentially result in improved learning outcomes.

Blended Learning Environment in EFL Class: Role of face-to-face and online learning

Blended learning has become a promising alternative to provide equitable access to quality learning environment. This mixed-method study investigated EFL learners’ perceptions of blended learning environment (BLE) in College English. It aims to identify the roles of F2F and online components, learners’ preference for the learning mode, and seek suggestions for improvement of BLE for College English. The study found that the students preferred the blended learning mode although the majority favoured F2F learning over online learning. Both F2F and online component have their advantageous roles. Effective integration and interaction hold the key to successful BLE.  

Identifying Chinese students’ perceptions of smart classrooms and their relationships with design features

ABSTRACT Taking classes in a smart classroom is a novel experience for most college students in China, and comprehensive research on how Chinese students perceive smart classroom environments is limited. This study explored students’ perceptions of smart classroom environments in plain language through a survey involving 358 students. The semantic difference and Kansei Engineering methods were employed to investigate students’ perceptions of learning and physical environments and their relationships with the design features of smart classrooms. Statistical analysis revealed six factors of subjective assessments with a total interpretation rate of 66.29% and five design features of smart classrooms with a total interpretation rate of 59.40%. No significant differences were found across all the factors based on gender, but there were significant differences in students’ technology self-efficacy according to each factor of subjective evaluation and design feature. All factors of the subjective assessments and design features exhibited significant correlations. Furthermore, regression models revealed a significant relationship between affective perception and other dimensions of subjective assessments and an important connection between the active learning environment and all design features. Thus, this study provides an empirical foundation for understanding students’ perceptions of smart classrooms and offers a user-based perspective for designing smart classrooms.

Clinical Placement Experience, Supervision, and Nursing Career Aspirations of Undergraduate Nursing Students in Sarawak, Malaysia

This study aimed to explore nursing students' perceptions of the clinical learning environment and mentorship during their clinical placement in hospitals and how these factors relate to their intention to work as a nurse upon graduation. A survey was conducted among nursing students who had completed at least 12 months of clinical practice in hospitals located in Kuching, Sarawak, between January 2022 and February 2023. Data were analysed using percentages, frequencies, mean, standard deviation, t-test, Pearson's correlation, ANOVA, and regression analysis. Our findings revealed a significant correlation between the sociodemographic characteristic such as age of students and year of study towards clinical learning experience. Student perceived ward as good learning environment, clinical teacher teaching expertise, and clinical teacher ability to integrate between knowledge and practice rated the most satisfying element in students’ clinical experience. Our study established a significant correlation between student age, year of study, and their clinical learning experiences. Students found the ward environment, clinical teacher expertise, and knowledge-to-practice integration to be highly satisfying elements in their clinical education.

Perception of Nursing Students About Effective Clinical Teaching Environments: A Multi-Country Study.

The transition of nursing education from traditional methods to more advanced approaches is crucial for adequately preparing students to deliver competent care in tertiary care centers. Moreover, clinical faculty in nursing plays a key role in guiding nursing students through their clinical training in various healthcare settings. This study aims to describe the perceptions of undergraduate nursing students regarding the effectiveness of the learning environment and clinical teaching in clinical areas across various countries. The study, conducted using a descriptive, cross-sectional research design, gathered data from 215 nursing students using the Clinical Learning Environment Inventory and Clinical Teaching Effectiveness Instrument. Data analysis included frequencies, percentages, mean, standard deviation, t-tests, analysis of variance, and correlation assessments to comprehend the impact of clinical teaching and learning environments. Nursing students' perceptions of the clinical learning environment produced mean scores between 2.03 and 3.38 on a scale from 1 to 4, resulting in an overall mean score of 2.72 across 42 items. This indicates a general satisfaction with their clinical learning experiences. Regarding effective clinical teaching, the mean student responses varied from 3.02 to 3.40 out of a possible 5 points, with a total mean of 3.22. The study revealed notable correlations in the context of effective clinical teaching, particularly with demographic variables and the clinical learning environment. Specifically, a significant correlation with age (r = .177, p = .009) and the clinical learning environment (r = .572, p < .001) was identified. The study concludes that students expressed overall satisfaction with their clinical learning experiences. They recognized the importance of participating in clinical training, fulfilling clinical responsibilities for assigned patients, exerting extra effort for learning, receiving support from preceptors in clinical settings, and being attentive to communications from staff. The collaboration between clinical preceptors and academic nursing lecturers is crucial in providing a positive learning environment for students to complete clinical tasks effectively.

Memorable learning experience, impact of school on life, and perception of clinical learning environment amongst nursing and medical students

Background: The learning environment impacts students’ motivation,success, and fulfilment, and central to this is the psychological safety ofstudents. Psychologically safe environments lead to collaboration, positivelearning experiences, and effective practitioners.Objectives: The study aimed to assess the perception of the clinicallearning environments of medical and nursing students at the Collegeof Medicine, University of Ibadan, Ibadan, Nigeria. Methods: This was a cross-sectional study carried out in November, 2021using the validated questionnaires – Dundee Ready Education Measure(DREEM) and the John Hopkins Learning Environment Scale (JHLES)as well as two open-ended questions (OEQs). The OEQs were ‘tell usabout a memorable learning experience in medical/nursing school’ (MLE)and ‘what impact has your time in medical/nursing school had on yourlife’ (IoL). Data were collected from third to sixth-year clinical medical,and first to third-year nursing students and analysed using SPSS v23. Forthe OEQs, an inductive approach was used for manual coding and thematicanalysis. Coding and themes were both semantic and interpretiveand data were managed using NVIVO v14 software. The responses to theOEQs were graded on a Likert scale from 1 (very negative) to 5 (verypositive). Results: A total of 193 students completed the validated questionnaireswith a mean age of 22 (±2.58) years. The mean total DREEM score was111/200 (±10.2), interpreted as more positive than negative. However, theperceptions were more negative than positive in two of the five DREEMdomains – perception of the atmosphere and social self-perception. Themean overall JHLES score was 91/140 (±14.8), also more positive thannegative, and this was so for all its seven domains. Nursing students hadbetter academic self-perception than medical students (P = 0.002) whilemedical students had better perception of their learning atmosphere(P = 0.021).Seventy-five students (39%) answered one or both OEQs, with 57(29%) answering the memorable learning experience (MLE) and 59(30%), the impact of medical/nursing school on life (IoL) question.Sixteen and twenty-two percent of answers to MLE and IoLquestions were negative. No students gave negative answers to bothOEQs. Overall, 29% of students gave a negative response to onequestion. The overall themes for memorable learning experience questions were:1. Novelty2. Enhancing experiences – ‘That teaching method made me feel seen asa student and got me excited to solve problems’, by a 4th year medicalstudent3. Learning environment atmosphere – ‘I was impressed by the way hewas able to change the atmosphere from a very tense one to a funnyand calm one’4. Psychological effects. For the impact on life questions, the overall themes were as follows:1. Personal development – this included appreciation of hard work,motivation to be better people, purpose and direction in life, social andintellectual development.2. Aspirational3. Psychological – ‘it made me see that broken people break people’ Conclusion: Whatever the positive benefits of being a student are, psychologicallyunsafe environments, even for the very few, lead to negative psychologicalsequelae, poor overall learning process and health practitionersill-prepared for the future. Despite the overall positive picture of the clinicallearning environment in this study, there are significant areas of students’welfare that need to be addressed. It has been shown that a formalpedagogic programme for clinicians to improve the quality of their studentcentred teaching (1).Reference1. Poon H, Ahmad MF, Lowry D, et al. Two-year longitudinal observationstudy of junior doctors as clinical teachers: the Associated ClinicalTeaching Fellow Program. J Glob Med 2021; 1(2): e43. doi: 10.51496/jogm.v1.43

Examining nursing students’ perceptions of educational environment: Further validation of DREEM instrument

Background: Educational environment is an essential foundation for the effective learning process of students, which in turn contributes to the success of a curriculum. The evaluation of educational environment from students’ perception has been considered as an indicator for the quality improvement of higher education. This study aimed to explore the Vietnamese nursing students’ perception of educational environment and identify internal consistency reliability of the Vietnamese version of the (Dundee Ready Educational Environment Measure) DREEM instrument. Subjects and methods: A cross-sectional study was conducted among 102 second-year undergraduate nursing students in a medical university. An online survey, including the 50-item DREEM questionnaire, was used to obtain student’s perception of learning environment. Results: The overall Cronbach’s alpha coefficient of the V-DREEM in this study was 0.95 and five sub-scales ranged from 0.74 to 0.85, demonstrating that the V-DREEM instrument has good internal consistency reliability for measurement. The overall score of DREEM was 143.89/200 (SD =17.50), indicating a positive educational environment perceived. Fifty-eight percent (58%) of the items were rated high score, however, there were aspects perceived as problematic including teaching methods (The teaching is too teacher-centered), student-teacher interactions (The students irritate and annoy the teachers), and students’ learning approaches (I feel able to ask the questions I want). Conclusion: The study results suggested the specific areas, including teaching methods, student-teacher interactions, and students’ learning approaches, that need more attention to enhance the educational environment for nursing students in Vietnam where the reform of nursing education has eventuated recently.

A PRIDE-theory-based analysis of a positive learning environment in a Finnish vocational education and training (VET) institution

The aim of this study was to analyse Finnish students’ perceptions of a positive learning environment. Because of the reform of Finnish vocational education and training (VET) and the recent decrease of students’ well-being, it is important to study how students’ well-being and learning can be enhanced. This study applied the PRIDE theory to describe the positive learning environment. The acronym PRIDE is derived from these words: positive practices, relationship enhancement, individual attributes, dynamic leadership, and emotional well-being. The data was collected with semi-structured student interviews (N=12) from a northern Finnish VET institution. The interviews were analysed with a theory-based content analysis leaning on the PRIDE theory. The research provided important information of the positive learning environment from the students’ perspective, through which learning environments that support students’ well-being and learning can be designed and developed in VET. In addition, the study provided an example of how to use the PRIDE theory for analysing positive learning environments and education.

The Effects of Knowledge-Building-Based Digital Storytelling Activities on Third Graders’ Perception of Learning Environment, Oral Narrative Performances, and Knowledge Building Behaviors

Perception of shared learning environment differs between vascular surgery and general surgery residents

BackgroundAn enriching learning environment is integral to resident wellness and education. Integrated vascular (VS) and general surgery (GS) residents share 18 months of core GS rotations during the postgraduate years 1-3 (PGY1-3); differences in their experiences may help identify practical levers for change. MethodsWe used a convergent mixed-methods design. Cross-sectional surveys were administered after the 2020 American Board of Surgery In-Training Examination and Vascular Surgery In-Training Examination, assessing eight domains of the learning environment and resident wellness. Multivariable logistic regression models identified factors associated with thoughts of attrition between categorical PGY1-3 residents at 57 institutions with both GS and VS programs. Resident focus groups were conducted during the 2022 Vascular Annual Meeting to elicit more granular details about the experience of the learning environment. Transcripts were analyzed using inductive and deductive logics until thematic saturation was achieved. ResultsSurveys were completed by 205 VS and 1198 GS PGY1-3 residents (response rates 76.8% for VS and 82.5% for GS). After adjusting for resident demographics, PGY level, and program type, GS residents were more likely than their VS peers to consider leaving their programs (odds ratio [OR]: 2.61, 95% confidence interval [CI]: 1.37-4.99). This finding did not persist after adjusting for differences in perceptions of the learning environment, specifically: GS residents had higher odds of mistreatment (OR: 1.99, 95% CI: 1.36-2.90), poorer work-life integration (OR: 2.88, 95% CI: 1.41-5.87), less resident camaraderie (OR: 3.51, 95% CI: 2.26-5.45), and decreased meaning in work (OR: 2.94, 95% CI: 1.80-4.83). Qualitative data provided insight into how the shared learning environment was perceived differently: (1) vascular trainees expressed that early specialization and a smaller, more invested faculty allow for an apprenticeship model with early operative exposure, hands-on guidance, frequent feedback, and thus early skill acquisition (meaning in work); (2) a smaller program is conducive to closer relationships with co-residents and faculty, increasing familiarity (camaraderie and work-life integration); and (3) due to increased familiarity with program leadership, vascular trainees feel more comfortable reporting mistreatment, allowing for prompt responses (mistreatment). ConclusionsDespite sharing a learning environment, VS and GS residents experience training differently, contributing to differential thoughts of attrition. These differences may be attributable to intrinsic features of the integrated training paradigm that are not easily replicated by GS programs, such as smaller program size and higher faculty investment due to early specialization. Alternative strategies to compensate for these inherent differences should be considered (eg, structured operative entrustment programs and faculty incentivization).

Psychological safety and accountability in longitudinal integrated clerkships: a dual institution qualitative study

BackgroundPsychological safety and accountability are frameworks to describe relationships in the workplace. Psychological safety is a shared belief by members of a team that it is safe to take interpersonal risks. Accountability refers to being challenged and expected to meet expectations and goals. Psychological safety and accountability are supported by relational trust. Relational continuity is the educational construct underpinning longitudinal integrated clerkships. The workplace constructs of psychological safety and accountability may offer lenses to understand students’ educational experiences in longitudinal integrated clerkships.MethodsWe performed a qualitative study of 9 years of longitudinal integrated clerkship graduates from two regionally diverse programs—at Harvard Medical School and the University of North Carolina School of Medicine. We used deductive content analysis to characterize psychological safety and accountability from semi-structured interviews of longitudinal integrated clerkship graduates.ResultsAnalysis of 20 graduates’ interview transcripts reached saturation. We identified 109 discrete excerpts describing psychological safety, accountability, or both. Excerpts with high psychological safety described trusting relationships and safe learning spaces. Low psychological safety included fear and frustration and perceptions of stressful learning environments. Excerpts characterizing high accountability involved increased learning and responsibility toward patients. Low accountability included students not feeling challenged. Graduates’ descriptions with both high psychological safety and high accountability characterized optimized learning and performance.ConclusionsThis study used the workplace-based frameworks of psychological safety and accountability to explore qualitatively longitudinal integrated clerkship graduates’ experiences as students. Graduates described high and low psychological safety and accountability. Graduates’ descriptions of high psychological safety and accountability involved positive learning experiences and responsibility toward patients. The relational lenses of psychological safety and accountability may inform faculty development and future educational research in clinical medical education.

A Qualitative Study on Undergraduate Student Nurses’ Experience of Mental Health Simulation Preclinical Placement

BackgroundSimulations allow students to be challenged and supported while gaining both technical and non-technical skills within a clinical learning environment. Working in a mental health setting can be quite challenging and confronting at times for undergraduate nursing students in clinical placement. The study aims to explore nursing students’ perceptions of a mental health simulation workshop's impact before clinical placement, which provides a supportive environment to gain technical and non-technical skills while being challenged and supported. SampleParticipants were a second-year cohort (n = 89) of undergraduate nursing students enrolled in a mental health unit. MethodsDescriptive survey design. The researchers thematically analysed narrative responses of a pre- and post-simulation survey from an immersive simulation using a descriptive survey design. ResultsThe researchers identified six key themes: two from the pre-simulation survey – communication with and assessment of mental health patients, and the opportunity for placement preparation; and four from the post-simulation survey – the opportunity for debriefing, the realism of the simulation, increased confidence levels, and the perception of a safe learning environment. ConclusionEffective skill acquisition is essential to advance recruitment and retention into mental health environments. The use of mental health simulation that comprises of realism and immersion working with simulated patients provided opportunity to advance this.

Nursing Students’ Reflections on the Clinical Learning Environment of the Oncology Unit: A Qualitative Study

Background: The clinical learning environment is an important part of nursing education with a significant impact on nursing students’ perceptions and experiences. This study aimed to explore nursing students› reflections to determine the effects of the first rotation in the clinical learning environment of the oncology unit on their perceptions and practices. Methods: A descriptive qualitative study design was used. Data were collected using reflective diaries of forty 5th-semester nursing students about their experiences of learning in the oncology unit. Conventional content analysis was used for data analysis using MAXQD 10 software. Results: Participants’ perceptions of the clinical learning environment of the oncology unit were categorized into four main categories, namely challenging encounters, perceived needs, internal transcendence, and professional role development. Conclusion: According to the results, nursing students’ unpleasant experiences must be managed. Careful attention should be devoted to the unique characteristics of this ward. Different educational strategies are needed, and clinical instructors must play their roles as facilitators in challenging conditions to promote nursing students’ clinical learning in oncology.

Assessing Creativity-Enhancing Learning Environments: Psychometric Model Validation for Undergraduates

This study investigates a proposed measurement model, grounded in Amabile's (1996) componential model of creativity, to explore the causal relationships among perceived learning environments, proactive personality motivation, and creativity index. The study's primary objectives are threefold: i) To evaluate the goodness-of-fit indices of the Confirmatory Factor Analysis (CFA) measurement model, ii) to examine parameter estimates within the CFA measurement model and iii) to establish discriminant validity for the measured constructs.  The measurement model's fitness is assessed using data collected from a survey of 374 undergraduate students and analyzed through AMOS. Goodness-of-fit indices, including the Comparative Fit Index (CFI), Root Mean Square Error of Approximation (RMSEA), and Normed Chi-Square (cmin/df), are employed to validate the model's fit with the data.  Additionally, the study investigates convergent and discriminant validity of the instruments by scrutinizing disattenuated correlations among the constructs. Notably, this research expands Amabile's Componential Theory by incorporating proactive personality into the model.  The study's findings hold potential value for enhancing program syllabuses, co-curricular activities, and soft-skill enhancement programs within higher learning institutions.