Student nurses experience of learning in the clinical environment

School of Health Sciences, Department of Nursing, Cyprus University of Technology, 215, Dromos Lemesou 2252 Latsia, P.O. Box 12715 Nicosia, Cyprus.
Nurse education in practice 09/2009; 10(3):176-82. DOI: 10.1016/j.nepr.2009.07.003
Source: PubMed


The clinical learning environment is a complex social entity that influences student learning outcomes in the clinical setting. Exploration of this environment gives insight into the educational functioning of the clinical areas and allows nurse teachers to enhance students' opportunities for learning. Since Cyprus is undergoing major reforms in nursing education, building on the experience and knowledge gained, this study aims to explore the present clinical situation and how this would impact on nursing education moves to the university. As nursing education would take on a different approach, it is assumed the learning approach would also be different, and so utilization of the clinical environment would also be improved. Six hundred and forty five students participated in the study. Data were collected by means of the clinical learning environment and supervision instrument. A statistically significant correlation was found between the sub-dimensions "premises of nursing care" and "premises of learning" indicating that students are relating learning environment with the quality of nursing care and patient relationships. The ward atmosphere and the leadership style of the manager were rated as less important factors for learning. The majority of students experienced a group supervision model, but the more satisfied students were those with a "personal mentor" that was considered as the most successful mentor relationship. The findings suggest more thorough examination and understanding of the characteristics of the clinical environment that are conductive to learning.

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    • "Naturally most universities survey student satisfaction and perceptions about their courses (Adams and Shearer, 2012). Student feedback has been used to evaluate learning and satisfaction in the clinical environment (Henderson et al., 2012; Loewenson and Hunt, 2011; O'Mara et al., 2014; Papastavrou et al., 2010; Papathanasiou et al., 2014; Roxburgh, 2014; Skaalvik et al., 2011; Sundler et al., 2014) and some literature which relates to preparation for practice examining undergraduate and graduate satisfaction with models of clinical learning and preparation for practice (Hickey, 2010; Milton-Wildey et al., 2014). Other literature relates to evaluation of programmes for nursing students undertaking international experiences (Kulbok et al., 2012), but this does not give them a voice in the conceptual structure of course design. "
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    ABSTRACT: Bachelor of Nursing programmes are designed to prepare Registered Nurses for professional practice. The Bachelor of Nursing curriculum under discussion was shaped by the conceptual framework of primary health care philosophy, including themes of social justice, Indigenous health, caring philosophy, and the advancement of the discipline through research, scholarship and application of nursing knowledge and evidence-based practice. This study was designed to identify what students and graduates found valuable in a Bachelor of Nursing curriculum conceptual framework and what value they placed on a conceptual framework and underpinning themes. A small study was designed to identify the student perceptions of themes which may be valuable to the new curriculum of the Bachelor of Nursing. A mixed methodology was selected as being appropriate to allow students to indicate the value that previous and completing students placed on each of these items and to explore their perceptions. The setting for this small study was a regional university in NSW, Australia. Previous and completing (final year) students were invited to complete the online survey and any who were willing to be interviewed were asked to provide their contact details. The research was conducted via a questionnaire through Survey Monkey, using a Likert scale and open responses and follow up interviews were conducted with willing participants. A total of 128 responses to the survey were received and ten were interviewed. Overall responses were positive. Students were aware of and valued all aspects of the current and proposed conceptual framework. There were some themes; however which were better understood than others. The majority of graduated students indicated that they were well prepared for the workforce. All aspects of the conceptual framework of the curriculum were valued by the majority of students. Copyright © 2015 Elsevier Ltd. All rights reserved.
    Nurse education today 11/2015; 35(12):1240-1245. DOI:10.1016/j.nedt.2015.04.007 · 1.36 Impact Factor
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    • "[12] In operational terms, the purpose of supervision in nursing students' clinical education is described as maintaining and promoting care standards, practice-focused professional relationships and reflecting on practice with an experienced practitioner. Previous studies on the effects of nursing student supervision provide evidence of increased understanding of patient needs, [16] communication and organisation, [17] [18] quality of nursing care and patient relationships, [19] in addition to greater responsibility , [20] development of a professional identity, enhanced decision-making ability and personal growth. [21] The Commission of European Communities [22] defined patient safety as the prevention of unnecessary or potential harm associated with healthcare. "
    03/2015; 5(6). DOI:10.5430/jnep.v5n6p87
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    • "Clinical placements provide pivotal, unique and invaluable environments for educating and training nursing students for their future professional roles (Henderson et al., 2006). Evaluation of clinical learning environments have focused on three areas: student perceptions and experience of clinical placement; the role of qualified nurses in supervision during clinical placement; and the level of interaction between clinical learning environment and nurse educators (Papastavrou et al., 2010; Warne et al., 2010; Midgley, 2006). In Ireland, clinical teaching and learning hours for undergraduate nurse and midwifery degree programmes are provided in a variety of clinical areas (An Bord Altranais, 2000). "
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    ABSTRACT: Background Facilitating and supporting clinical learning for student nurses and midwives is essential within their practice environments. Clinical placements provide unique opportunities in preparation for future roles. Understanding the experiences of first year student nurses and midwives following clinical exposures and examining the clinical facilitators and barriers can assist in maintaining and developing clinical supports. Methods The study used a structured group feedback approach with a convenience sample of 223 first year nursing and midwifery students in one Irish university in April 2011 to ascertain feedback on the clinical aspects of their degree programme. Results Approximately 200 students participated in the process. Two key clinical issues were identified by students: facilitating clinical learning and learning experiences and needs. Positive learning environments, supportive staff and increased opportunities for reflection were important issues for first year students. Conclusions The role of supportive mentoring staff in clinical practice is essential to enhanced student learning. Students value reflection in practice and require more opportunities to engage during placements. More collaborative approaches are required to ensure evolving and adapting practice environments can accommodate student learning.
    Nurse education today 07/2014; 34(7):1104. DOI:10.1016/j.nedt.2014.02.003 · 1.36 Impact Factor
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