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
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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.
    Full-text · Article · Nov 2015 · Nurse education today
    • "This learning potential is defined as " the power of a work setting to integrate learning at work with the result of behavioural changes and the generation of new knowledge " (p.6). It is influenced by learning conditions like the nature and complexity of the nursing care (Henderson et al., 2012; Papastavrou et al., 2010; Warne and McAndrew, 2008), the quality of supervision (Gidman et al., 2011; Jons en et al., 2013; McClure and Black, 2013; Warne et al., 2010), support and feedback mechanisms (Killam and Heerschap, 2013; Manley et al., 2009), and the ward atmosphere (Bradbury-Jones et al., 2011; Henderson et al., 2012; Jons en et al., 2013; Killam and Heerschap, 2013). When the learning potential of the workplace is not optimal students and staff can feel insecure and demotivated and may even leave the nursing profession (Chan et al., 2013; Eick et al., 2012). "
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    ABSTRACT: To promote workplace learning for staff as well as students, a partnership was formed between a residential care organisation for older people and several nursing faculties in the Netherlands. This partnership took the form of two care innovation units; wards where qualified staff, students and nurse teachers collaborate to integrate care, education, innovation and research. In this article, the care innovation units as learning environments are studied from a student perspective to deepen understandings concerning the conditions that facilitate learning.A secondary analysis of focus groups, held with 216 nursing students over a period of five years, revealed that students are satisfied about the units' learning potential, which is formed by various inter-related and self-reinforcing affordances: co-constructive learning and working, challenging situations and activities, being given responsibility and independence, and supportive and recognisable learning structures. Time constraints had a negative impact on the units' learning potential.It is concluded that the learning potential of the care innovation units was enhanced by realising certain conditions, like learning structures and activities. The learning potential was also influenced, however, by the non-controllable and dynamic interaction of various elements within the context. Suggestions for practice and further research are offered.
    No preview · Article · Nov 2015 · Nurse education in practice
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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. "

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