Magnet hospital attributes in nursing work environment and its relationship to nursing students’ clinical learning environment and satisfaction

2020 ◽  
Author(s):  
M. Carmen Rodríguez‐García ◽  
Verónica V. Márquez‐Hernández ◽  
Genoveva Granados‐Gámez ◽  
Gabriel Aguilera‐Manrique ◽  
Lorena Gutiérrez‐Puertas
Keyword(s):  
Nursing Students ◽  
Learning Environment ◽  
Work Environment ◽  
Clinical Learning ◽  
Clinical Learning Environment ◽  
Magnet Hospital ◽  
Nursing Work 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.

Examination of the Structural Validity of the Clinical Learning Environment Inventory Using Exploratory Factor Analysis

2019 ◽  
Vol 27 (2) ◽  
pp. 210-220 ◽  
Author(s):  
Sharon S. Hudacek ◽  
Mary Jane K. DiMattio ◽  
Audrey Schnell ◽  
Catherine P. Lovecchio
Keyword(s):  
Factor Analysis ◽  
Nursing Students ◽  
Learning Environment ◽  
Exploratory Factor Analysis ◽  
Clinical Learning ◽  
Clinical Learning Environment ◽  
Structural Validity ◽  
Student Welfare ◽  
Weighted Factor ◽  
Using Data

Background and PurposeThis study tested the psychometrics of the Clinical Learning Environment Inventory (CLEI—actual version), a tool designed to measure the perceptions of nursing students' clinical learning. The developer of the CLEI did not report structural validity.MethodExploratory factor analysis (EFA) was performed using data from 311 licensure nursing students to assess the CLEI's proposed dimensions or structural validity.ResultsThe Kaiser–Meyer–Olkin (KMO) test indicated acceptable sampling adequacy. Analysis of four different models, while retaining items with factor loadings >0.35, resulted in a four-factor solution with 32 items. The factors were renamed: Concern for Student Welfare (the highest weighted factor); Organized/Effective Teaching; Enjoyment of Clinical Learning; and Student Decision-Making.ConclusionsThis study suggests that the 32 item four-factor CLEI is sufficiently structurally valid and reliable for further testing.

scholarly journals Nursing students’ satisfaction of the clinical learning environment: a research study

BMC Nursing ◽  
2016 ◽  
Vol 15 (1) ◽  
Author(s):  
Evridiki Papastavrou ◽  
Maria Dimitriadou ◽  
Haritini Tsangari ◽  
Christos Andreou
Keyword(s):  
Nursing Students ◽  
Learning Environment ◽  
Research Study ◽  
Clinical Learning ◽  
Clinical Learning Environment ◽  
Students Satisfaction
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