scholarly journals Challenges facing clinical nurse educators and nursing students in Egyptian and Saudi clinical learning environment: A comparative study

2020 ◽  
Vol 13 ◽  
pp. 100240
Author(s):  
Amal Ahmed Elbilgahy ◽  
Fatma Abdou Eltaib ◽  
Josephin A. Lawend
Keyword(s):  
Nursing Students ◽  
Learning Environment ◽  
Comparative Study ◽  
Nurse Educators ◽  
Clinical Learning ◽  
Clinical Learning Environment ◽  
Clinical Nurse

scholarly journals Perception about Clinical Posting among B.Sc. Nursing Students: A Comparative study

2021 ◽  
Vol 5 (1) ◽  
pp. 1-5
Author(s):  
G Jyoti ◽  
Keyword(s):  
Nursing Students ◽  
Learning Environment ◽  
Comparative Study ◽  
Clinical Learning ◽  
Clinical Learning Environment ◽  
One Year

The increasing number of clinical posting, students mind mend towards their clinical learning environment. A student perceives their clinical posting positively as they progress from one year to other year.

scholarly journals Engagement in clinical learning environment among nursing students: Role of nurse educators

2013 ◽  
Vol 03 (01) ◽  
pp. 25-32 ◽  
Author(s):  
Melba Sheila D’Souza ◽  
Ramesh Venkatesaperumal ◽  
Jayanthi Radhakrishnan ◽  
Shreedevi Balachandran
Keyword(s):  
Nursing Students ◽  
Learning Environment ◽  
Nurse Educators ◽  
Clinical Learning ◽  
Clinical Learning Environment

scholarly journals Nursing students’ perception of the clinical learning environment and supervision in relation to two different supervision models – a comparative cross-sectional study

BMC Nursing ◽  
2019 ◽  
Vol 18 (1) ◽  
Author(s):  
Mirjam Ekstedt ◽  
Marléne Lindblad ◽  
Anna Löfmark
Keyword(s):  
Nursing Students ◽  
Learning Environment ◽  
Peer Learning ◽  
Categorical Variables ◽  
Clinical Learning ◽  
Continuous Variables ◽  
Clinical Learning Environment ◽  
Clinical Placements ◽  
Supervision Models ◽  
Positive Experiences

Abstract Background Knowledge concerning nursing students’ experiences of the clinical learning environment and how supervision is carried out is largely lacking. This study compares nursing students’ perceptions of the clinical learning environment and supervision in two different supervision models: peer learning in student-dedicated units, with students working together in pairs and supervised by a “preceptor of the day” (model A), and traditional supervision, in which each student is assigned to a personal preceptor (model B). Methods The study was performed within the nursing programme at a university college in Sweden during students’ clinical placements (semesters 3 and 4) in medical and surgical departments at three different hospitals. Data was collected using the Clinical Learning Environment, Supervision and Nurse Teacher evaluation scale, CLES+T, an instrument tested for reliability and validity, and a second instrument developed for this study to obtain deeper information regarding how students experienced the organisation and content of the supervision. Independent t-tests were used for continuous variables, Mann-Whitney U-tests for ordinal variables, and the chi-square or Fischer’s exact tests for categorical variables. Results Overall, the students had positive experiences of the clinical learning environment and supervision in both supervision models. Students supervised in model A had more positive experiences of the cooperation and relationship between student, preceptor, and nurse teacher, and more often than students in model B felt that the ward had an explicit model for supervising students. Students in model A were more positive to having more than one preceptor and felt that this contributed to the assessment of their learning outcomes. Conclusions A good learning environment for students in clinical placements is dependent on an explicit structure for receiving students, a pedagogical atmosphere where staff take an interest in supervision of students and are easy to approach, and engagement among and collaboration between preceptors and nurse teachers. This study also indicates that supervision based on peer learning in student-dedicated rooms with many preceptors can be more satisfying for students than a model where each student is assigned to a single preceptor.

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