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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Available from: Ekaterini Lambrinou, Sep 29, 2015
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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 04/2015; DOI:10.1016/j.nedt.2015.04.007 · 1.36 Impact Factor
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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
    • "Training in critical care has been provided for more than the last two decades, at post-basic undergraduate diploma level (1-year post-qualifying course), as other specialization programmes. Recent changes, including entrance of nursing education to university (Papastavrou et al., 2009) and upgrading of all nurses to baccalaureate level by 2011 (Papathanassoglou, 2010b), lead to the need for postgraduate specialization educational programmes. As Master's degree programmes are under way (Papathanassoglou, 2010b), the identification of critical care competencies that are specific to Cyprus and matched to existing literature would enable the development of a competency-based curriculum for the effective preparation of advanced critical care nurses. "
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    ABSTRACT: The study sought to explore the expected competencies for postgraduate intensive care unit nurses aiming to develop a future competency-based curriculum. The aim of this part of the study is to develop a new instrument to determine what competencies are expected of postgraduate critical care nurses. Despite existing competency frameworks that emerged from research in the area of critical care, globally and within countries there is diversity and an ongoing debate regarding level of critical care education, outcomes and competencies acquired. A combination of qualitative and quantitative approach was used. In first stage (qualitative), focus groups and interviews were used aiming to explore critical care nurses views concerning expected competencies of postgraduate critical care nurses. In second stage (quantitative), an 81 items Likert scale questionnaire, which was designed based on qualitative data and literature, was distributed among critical care nurses in Cyprus (n: 234, response rate 66%) aiming to receive feedback from clinical nurses and validate the instrument. Psychometric approaches such as internal consistency reliability using Cronbach's α and construct validity were used to validate the instrument. Results: The final questionnaire includes 72 items and has a four-dimensional structure. The four dimensions are (1) leadership/management and professional development, (2) decision-making and management of emergencies, (3) provision of care and professional practice and (4) ethical practice. All factors were highly reliable, with Cronbach's α ranging from 0·895 to 0·974. A new instrument to determine what competencies are expected of postgraduate critical care nurses was generated from this study. A new framework of competencies is grounded on this study that addresses the holistic, individualized and ethically informed quality care of critically ill and may inform educational strategies. Relevance to clinical practice: Critical care nurses competencies need to be determined for quality care and speciality development.
    Nursing in Critical Care 09/2012; 17(5):255-64. DOI:10.1111/j.1478-5153.2012.00503.x · 0.65 Impact Factor
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