scholarly journals Students’ learning environment perception and the transition to clinical training in dentistry

2021 ◽  
Author(s):  
Carlos M. Serrano ◽  
Maxim D. Lagerweij ◽  
Ilse R. Boer ◽  
Dirk R. Bakker ◽  
Pepijn Koopman ◽  
...  
Keyword(s):  
Learning Environment ◽  
Clinical Training ◽  
Environment Perception

scholarly journals Using the CLER Pathways to Excellence to Evaluate the Learning Environments at a Multi-Site Institution

2018 ◽  
Vol 10 (6) ◽  
pp. 683-687
Author(s):  
Maria Aaron ◽  
Philip Shayne ◽  
Erica Brownfield ◽  
Nathan O. Spell ◽  
Jaffar Khan ◽  
...  
Keyword(s):  
Learning Environment ◽  
Learning Environments ◽  
Clinical Training ◽  
Clinical Care ◽  
Evaluation Process ◽  
Audience Response ◽  
Clinical Learning ◽  
Clinical Learning Environment ◽  
Supportive Culture ◽  
Effective Supervision

ABSTRACT Background The Accreditation Council for Graduate Medical Education Clinical Learning Environment Review (CLER) program visits 1 participating site per sponsoring institution. While valuable, feedback on that site does not necessarily generalize to all learning environments where trainees and faculty provide clinical care, and institutions may be missing significant insight and feedback on other clinical learning sites. Objective We explored how the Emory Learning Environment Evaluation process—modeled after CLER—could be used to improve the learning environments at 5 major clinical training sites. Methods Participants were recruited via e-mail. Sites hosted separate 60-minute sessions for medical students, residents and fellows, and faculty. We used the CLER Pathways to Excellence to develop a combination of fixed choice and opened-ended questions deployed via an audience response system and verbal queries. Data were analyzed primarily through descriptive statistics and graphs. Results Across sites, per session, medical student participants ranged from 9–16, residents and fellows ranged 21–30, and faculty ranged 15–29. Learners agreed that sites: (1) provided a supportive culture for requesting supervision (students 100%; residents and fellows 70%–100%), and (2) provided a supportive culture for reporting patient safety events (students 94%–100%; residents and fellows 91%–95%). Only a minority of residents and fellows and faculty agreed that they were educated on how to provide effective supervision (residents and fellows 21%–52%; faculty 45%–64%). Conclusions Data from this process have helped standardize improvement efforts across multiple clinical learning environments within our sponsoring institution.

scholarly journals The Relationship between Clinical Placement Duration and Students’ Satisfaction with the Quality of Supervision and Learning Environment: A Mediation Analysis.

2020 ◽  
Author(s):  
Alberto González-García ◽  
Camilla Strandell-Laine ◽  
Ana Díez-Fernández ◽  
Helena Leino-Kilpi ◽  
Vicente Martínez-Vizcaíno ◽  
...  
Keyword(s):  
Nursing Students ◽  
Learning Environment ◽  
Mediation Analysis ◽  
Clinical Training ◽  
Nursing Student ◽  
Clinical Placement ◽  
Practical Training ◽  
Total Satisfaction ◽  
Good Learning ◽  
The Relationship

Abstract Background: Multiple factors that influence the learning experience of nursing students while they are in clinical training have been identified. Nevertheless, there is no evidence on what is the optimum time a nursing student should remain in the different practice settings for achieving the required competencies nor how this duration of the placement may be influenced by other variables.The aim of the study was examine whether the relationship between the clinical placement duration and total satisfaction with clinical training is mediated by supervisory relationship and learning environment.Method: A mediation analysis was conducted using the data from a cross-sectional study conducted in 17 higher educational institutions from nine European countries with the CLES+T scale (n=1903 pre-registration nursing students). Besides, ANCOVA models were used to assess mean differences in total satisfaction by categories of supervision factors, clinical placement duration and participants’ characteristics.Results: A significant increase of total satisfaction was found as better learning environment participant’s perceived, as well as better was their satisfaction with their supervisor (both p<0.001). Students that considered the supervisor the most important person in practical training were significantly more satisfied as compared with those who considered the nurse teacher as the most important [mean 4.15 (0.89) vs 3.23 (1.16)]; p=0.001]. The satisfaction with the supervisor (IE= 0.101 [95% CI 0.016; 0.183]) and a good learning environment (IE= 0.088 [95% CI 0.003; 0.170]) mediated the relationship between clinical placement duration and total satisfaction perceived by the students.Conclusion: Nursing students with longer clinical placement duration were more satisfied with clinical training as a result of both their satisfaction with their supervisor and the good learning environment perceived. The optimal duration a nursing student should remain in the different practice settings to reach a balance between the achievement of fully competent nurses and the maximum level of satisfaction at the practicum ward should be around seven weeks. The role of nurse teachers and supervisors in contributing the acquisition of competences of nursing students needs to be clarified.

Design and first impressions of a SPOC in clinical workplace learning (Preprint)

2021 ◽  
Author(s):  
Esther Hamoen ◽  
Peter De Jong ◽  
Floris Van Blankenstein ◽  
Marlies Reinders
Keyword(s):  
Learning Environment ◽  
Workplace Learning ◽  
Clinical Training ◽  
Online Collaboration ◽  
First Impressions ◽  
Clinical Learning Environment ◽  
Online Questionnaire ◽  
Student Centered ◽  
Student Centered Learning ◽  
Clinical Workplace

BACKGROUND Clinical workplace learning takes place in a dynamic and complex learning environment that is designated as site for patient care and education. Challenges in clinical training can be overcome by implementing blended learning, since it offers flexible learning programs suitable for student-centered learning, online collaboration and peer-learning. OBJECTIVE This article describes the design process of a Small Private Online Course (SPOC) from a theoretical and practical perspective, its’ integration in a clinical clerkship in internal medicine and the first impressions of clerks (n = 20) on using the SPOC. METHODS The design of the SPOC was based on 1) general theoretical principles that learning should be constructive, contextual, collaborative and self-regulated and 2) self-determination theory to stimulate intrinsic motivation. Clerks’ impressions were evaluated with an online questionnaire and group interview. RESULTS The evaluation shows that the SPOC is a useful and accessible addition to the clinical learning environment, providing an alternative opportunity to improve knowledge and skills. Online collaboration through interaction with peers in the SPOC was perceived as less effective, since student feedback was felt inferior to teacher feedback. Self-regulated learning and autonomy could be improved since more flexible and just-in-time learning were preferred. CONCLUSIONS This article shows how design principles can be successfully applied to a SPOC to optimize its integration in clinical workplace learning. Further research is needed to improve online collaboration and interaction in our course.

Medical Student Perceptions of the Learning Environment in Medical School Change as Students Transition to Clinical Training in Undergraduate Medical School

2017 ◽  
Vol 29 (4) ◽  
pp. 383-391 ◽  
Author(s):  
Lisette Dunham ◽  
Michael Dekhtyar ◽  
Gregory Gruener ◽  
Eileen CichoskiKelly ◽  
Jennifer Deitz ◽  
...  
Keyword(s):  
Medical Student ◽  
Learning Environment ◽  
Medical School ◽  
Student Perceptions ◽  
Clinical Training ◽  
School Change

Jordanian Nursing Student and Instructor Perceptions of the Clinical Learning Environment

2019 ◽  
Vol 16 (1) ◽  
Author(s):  
Hala A. Bawadi ◽  
Zaid M. Al-Hamdan ◽  
Manar Nabolsi ◽  
Fathieh Abu-Moghli ◽  
Arwa Zumot ◽  
...  
Keyword(s):  
Nursing Education ◽  
Nursing Students ◽  
Learning Environment ◽  
Clinical Training ◽  
Nursing Student ◽  
Environment Design ◽  
Clinical Instructors ◽  
Clinical Learning Environment ◽  
Nursing Educators ◽  
Learning Environment Design

AbstractBackgroundTraining within clinical areas is a vital part of nursing education. In order to effectively modify and facilitate such training, it is important to understand the perceptions of nursing educators and students about what constitutes effective practices. Objective: This study explores perceptions of Jordanian nursing students and clinical instructors related to clinical training and the learning environment. Design: Interpretative phenomenological qualitative approach was used in this study. Method: semi-structured focus group interviews in two Jordanian Universities Results: The study identified four themes focused on the experiences of these participants. Themes were attributes of clinical training placement, attributes of clinical instructors, attributes of clinical nursing curriculum and student’s attributes. The first theme had two subthemes “Structure and nature of clinical placement” and “Nurses’ collaboration”. Conclusion: The study recommendations are: nursing schools should plan students’ clinical experience taking into consideration the challenges associated with these attributes

scholarly journals Kvalitet i praksisstudier i sykepleier- og vernepleierutdanning

2016 ◽  
Vol 12 (1) ◽  
pp. 19
Author(s):  
Kari Westad Hauge ◽  
Ole David Brask ◽  
Liv Bachmann ◽  
Inger Elisabeth Bergum ◽  
Wenche Mongstad Heggdal ◽  
...  
Keyword(s):  
Clinical Practice ◽  
Focus Group ◽  
Learning Environment ◽  
Clinical Training ◽  
Social Care ◽  
Focus Group Interview ◽  
Professional Competence ◽  
Health And Social Care ◽  
Key Players ◽  
And Coping

Background: Clinical training in health and social care educations are important in the development of professional competence. Evidence indicates that there are major quality differences in clinical practice in health- and social studies.Purpose: To examine what key players related to clinical practice in nursing and social education believes provides quality.Method: Focus Group Interview where students, supervisor and teachers participated in all groups.Results: Students learning in practice presupposes a knowledge base of the student, a learning environment with adapted responsibilities and coping capabilities, and a relationship with the supervisor who promotes both recognition and needed correction. The supervisor's role can be strengthened through individual competence, clearer support from boss and co-workers, and more emphasis on triangular cooperation with the college.Conclusion: There is a large overlap in the understanding of what in practice is all about quality. The perspectives of the three actors appear primarily as mutually complementary.

scholarly journals Nursing Students’ Perception of the Clinical Learning Environment

2020 ◽  
Vol 14 (1) ◽  
pp. 174-179
Author(s):  
Kamila Alammar ◽  
Muayyad Ahmad ◽  
Sultanah Almutairi ◽  
Olfat Salem
Keyword(s):  
Nursing Students ◽  
Learning Environment ◽  
Leadership Style ◽  
Clinical Training ◽  
Hospital Setting ◽  
Tertiary Hospital ◽  
Clinical Learning ◽  
Clinical Learning Environment ◽  
Cross Sectional ◽  
Grade Point

Introduction: Clinical learning environment placements provide opportunities for students to develop their skills, socialize to the profession and bridge the gap between academic and workplace learning. This study was conducted to investigate Saudi nursing students’ perceptions of their clinical learning environment and supervision in the hospital setting. Methods: A sample of 90 final year student nurses completing practicums at a tertiary hospital in Riyadh was included in this cross-sectional study utilizing the Clinical Learning Environment and Supervision plus Nurse Teacher scale. Results: Overall, students perceived their clinical learning environment positively. Among sub-scores, that for the leadership style of ward manager was the highest. Supervision types, nursing-teacher teacher-visit frequency and grade point average positively and significantly impacted student’s perceptions, while university type and practicum duration did not. Conclusion: Students confirmed the ward manager’s leadership style as the most significant influencing their perceptions. However, the nursing teacher’s role had the lowest mean score, suggesting the need for its enhancement and clarification and indicating the need for better communication and collaboration between nursing schools and the clinical training hospital.

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