scholarly journals Nursing and Midwifery Students’ Satisfaction with Their Clinical Rotation Experience: The Role of the Clinical Learning Environment

2021 ◽  
Vol 2021 ◽  
pp. 1-9
Author(s):  
Alhassan Basour Adam ◽  
Andrew Adjei Druye ◽  
Akwasi Kumi-Kyereme ◽  
Wahab Osman ◽  
Afizu Alhassan
Keyword(s):  
Nursing Education ◽  
Learning Environment ◽  
Clinical Rotation ◽  
Clinical Learning ◽  
Clinical Learning Environment ◽  
Cross Sectional Survey ◽  
Undergraduate Nursing ◽  
The University ◽  
Students Satisfaction

Background. The clinical learning environment and clinical rotation experience of students are integral to nursing curriculum and are a crucial component of nursing education which helps transform theoretical knowledge to clinical practical skills. Objective. This study was aimed at assessing the role of the clinical learning environment on undergraduate nursing and midwifery students’ satisfaction with their clinical rotation experience. Method. The study employed a quantitative cross-sectional survey design. Data was collected from a sample of 240 undergraduate nursing and midwifery students of the University for Development Studies, Tamale, Ghana, using a structured questionnaire. Ethical approval was obtained from the University of Cape Coast Ethics Review Board. Descriptive analysis was displayed as frequencies and percentages. Inferentially, Fisher’s exact test, linear regression, and Spearman’s correlation tests were used to test for and quantify associations between independent and dependent variables at p ≤ 0.05 . Results. The level of students’ satisfaction with both clinical rotation experience and the clinical learning environment was high (65.6% and 63.5%, respectively). A statistically significant association of the students’ satisfaction with their clinical rotation experience was found. There was a statistically significant relationship between the clinical learning environment (χ2 (9, N = 224) = 80.665, p < 0.001 ), pedagogical atmosphere in the clinical area (rs = 0.379, p < 0.001 ), the leadership style of the ward manager (rs = 0.340, p < 0.001 ), the premises of nursing in the ward environment (rs = 0.501, p < 0.001 ), and the students’ satisfaction with their clinical rotation experience. Conclusion. These findings provide nurse educators and clinicians with meaningful understanding about areas to prioritise when planning clinical learning opportunities in such a way that skills learning and practice of nursing skills are successful and satisfactory for undergraduate student nurses and midwives.

scholarly journals Clinical learning environment of nursing and midwifery students in Ghana

2020 ◽  
Author(s):  
Florence Assibi Ziba ◽  
Vida Nyagre Yakong ◽  
Zakari Ali
Keyword(s):  
Nursing Students ◽  
Learning Environment ◽  
Clinical Experience ◽  
Clinical Placement ◽  
Clinical Learning ◽  
Clinical Learning Environment ◽  
Cross Sectional Survey ◽  
Cross Sectional ◽  
Undergraduate Nursing ◽  
Team Supervision

Abstract Background Data on student experience of the clinical learning environment in Ghana are scarce. We therefore aimed to assess students’ evaluation of the clinical learning environment and the factors that influence their learning experience.Methods This was a cross-sectional survey of 225 undergraduate nursing and midwifery students. We used the Clinical Learning Environment and Supervision + Nurse Teacher (CLES +T) evaluation scale to assess students’ experience of their clinical placement. The association between student demographic characteristics and clinical placement experience was determined using t-test or ANOVA.Results Most of the sampled students were Nurses (67%) and in the third year of training (81%). More students received supervision from a nurse (57%) during clinical placement and team supervision (67%) was the most common during clinical placement. Nursing students were more likely to rate their clinical experience better than midwifery students (p=0.002). Students who had increased contact with private supervisors were also more likely to rate their experience higher (p=0.002). Clinical experience was also rated higher by students who received successful supervision compared to those who had unsuccessful or team supervision (p=0.001).Conclusion Team supervision is high in health facilities where students undertake clinical placement in Ghana. Frequent contact with private supervisor and successful supervision are associated with better rating of clinical experience among Ghanaian undergraduate nursing and midwifery students.

scholarly journals Developing and Validating Standards for Clinical learning Environment at Nursing Faculty

2017 ◽  
Vol 5 (10) ◽  
pp. 51-64
Author(s):  
Amira Abd El-Menem Ibrahim ◽  
Wafaa Fathi Ahmed
Keyword(s):  
Nursing Education ◽  
Learning Environment ◽  
Nursing Faculty ◽  
Clinical Learning Environment ◽  
Learning Program ◽  
Undergraduate Nursing ◽  
Technical Manual ◽  
Nursing Courses

There is an increasing interest and concern regarding the role of the learning environment in undergraduate nursing education. Nursing continuously associates with the technical-manual component, while being liable for the care with health of persons and with retaining their quality of life. So, obtaining clinical abilities is an element involved in the learning program of nursing courses.

Perception regarding clinical learning environment among undergraduate nursing students

2021 ◽  
pp. 451-457
Author(s):  
Shaveta Sharma ◽  
Jogindra Vati
Keyword(s):  
Nursing Education ◽  
Nursing Students ◽  
Learning Environment ◽  
Student Evaluation ◽  
Clinical Staff ◽  
Clinical Learning ◽  
Clinical Environment ◽  
Clinical Learning Environment ◽  
Undergraduate Nursing Students ◽  
Undergraduate Nursing

Clinical experience is an integral aspect of nursing education as it transforms the theoretical knowledge into practice and the cornerstone of nursing as a health profession. The experience gained through a good and supportive clinical environment includes the atmosphere of the clinical placement unit, and the relationships shared with clinical staff supervisors (staff nurses) and mentors (Clinical instructors) that will affect the students learning. Elements like good teaching, relationship with the clinical staff and opportunity to practice, need to be assessed to have an understanding of the student’s perception regarding clinical learning environment. The aim of the present study was to assess the clinical learning environment among undergraduate nursing students of various colleges of Punjab. Materials and methods: A non experimental, descriptive research design was used to assess the perception regarding clinical learning environment among undergraduate nursing students. SECEE inventory (student evaluation of clinical education environment) by Kari Jecklin - Sand was used to determine the clinical learning environment. Five Nursing institutions were selected conveniently to select 500 under graduate nursing students randomly. Results and Major Findings: The findings of the study revealed that Majority (68%) of the study subjects were satisfied with their clinical learning environment followed by 30.8% who were moderately satisfied and only 1.2% were unsatisfied with their clinical learning environment. As per the Personal Profile of the study subjects, age and gender were found highly significant with the perceived clinical environment score at the 0.01 level of significance whereas no significant association was found out with the habitat, marital status, type of family, place of stay during study and financing during study. As per the family background, mother’s occupation was found highly associated with the clinical learning environment score whereas no association was found with the annual income of parents, education of mother, education of father, father’s occupation and number of siblings.

scholarly journals Clinical learning environment of nursing and midwifery students in Ghana

BMC Nursing ◽  
2021 ◽  
Vol 20 (1) ◽  
Author(s):  
Florence Assibi Ziba ◽  
Vida Nyagre Yakong ◽  
Zakari Ali
Keyword(s):  
Learning Environment ◽  
Clinical Experience ◽  
Learning Experience ◽  
Clinical Placement ◽  
Clinical Learning ◽  
Clinical Learning Environment ◽  
Cross Sectional Survey ◽  
Cross Sectional ◽  
Undergraduate Nursing ◽  
Team Supervision

Abstract Background Data on student experience of the clinical learning environment in Ghana are scarce. We therefore aimed to assess students’ evaluation of the clinical learning environment and the factors that influence their learning experience. Methods This was a cross-sectional survey of 225 undergraduate nursing and midwifery students. We used the Clinical Learning Environment and Supervision + Nurse Teacher (CLES +T) evaluation scale to assess students’ experience of their clinical placement. The association between student demographic characteristics and clinical placement experience was determined using t-test or ANOVA. Results Most of the sampled students were Nurses (67%) and in the third year of training (81%). More students received supervision from a nurse (57%) during clinical placement and team supervision (67%) was the most common during clinical placement. Nursing students were more likely to rate their clinical experience better than midwifery students (p=0.002). Students who had increased contact with private supervisors were also more likely to rate their experience higher (p=0.002). Clinical experience was also rated higher by students who received successful supervision compared to those who had unsuccessful or team supervision (p=0.001). Conclusion Team supervision is high in health facilities where students undertake clinical placement in Ghana. Frequent contact with private supervisor and successful supervision are associated with better rating of clinical experience among Ghanaian undergraduate nursing and midwifery students.

scholarly journals Clinical learning environment of nursing and midwifery students in Ghana

2020 ◽  
Author(s):  
Florence Assibi Ziba ◽  
Vida Nyagre Yakong ◽  
Zakari Ali
Keyword(s):  
Learning Environment ◽  
Clinical Experience ◽  
Learning Experience ◽  
Clinical Placement ◽  
Clinical Learning ◽  
Clinical Learning Environment ◽  
Cross Sectional Survey ◽  
Cross Sectional ◽  
Undergraduate Nursing ◽  
Team Supervision

Abstract Background: Data on student experience of the clinical learning environment in Ghana are scarce. We therefore aimed to assess students’ evaluation of the clinical learning environment and the factors that influence their learning experience.Methods: This was a cross-sectional survey of 225 undergraduate nursing and midwifery students. We used the Clinical Learning Environment and Supervision + Nurse Teacher (CLES +T) evaluation scale to assess students’ experience of their clinical placement. The association between student demographic characteristics and clinical placement experience was determined using t-test or ANOVA.Results: Most of the sampled students were Nurses (67 %) and in the third year of training (81%). More students received supervision from a nurse (57%) during clinical placement and team supervision (67%) was the most common during clinical placement. Nursing students were more likely to rate their clinical experience better than midwifery students (p=0.002). Students who had increased contact with private supervisors were also more likely to rate their experience higher (p=0.002). Clinical experience was also rated higher by students who received successful supervision compared to those who had unsuccessful or team supervision (p=0.001).Conclusion: Team supervision is high in health facilities where students undertake clinical placement in Ghana. Frequent contact with private supervisor and successful supervision are associated with better rating of clinical experience among Ghanaian undergraduate nursing and midwifery students.

scholarly journals The Clinical Learning Environment, Supervision and Nurse Teacher Scale (CLES+T): psychometric properties measured in the context of postgraduate nursing education

2020 ◽  
Author(s):  
Dorota Ozga ◽  
Aleksandra Gutysz-Wojnicka ◽  
Bogumił Lewandowski ◽  
Beata Dobrowolska
Keyword(s):  
Nursing Education ◽  
Learning Environment ◽  
Psychometric Properties ◽  
Nursing Care ◽  
Clinical Learning ◽  
Supervisory Relationship ◽  
Clinical Learning Environment ◽  
Cronbach’S Alpha ◽  
Cronbach's Alpha ◽  
Undergraduate Nursing

Abstract Background. The Clinical Learning Environment, Supervision and Nurse Teacher Scale https://www.youtube.com/watch?v=4HFG5RyQPqY(CLES+T) instrument is internationally used for the evaluation of clinical learning environment in undergraduate nursing education. However, no evidence is available on the possible applications of this instrument in the context of postgraduate nursing education. Purpose. To examine the basic psychometric properties of CLES+T in the context of clinical postgraduate nursing education in Poland.Methods. Study among a sample of 417 nurses participating in the clinical postgraduate training in Poland. Results. Cronbach’s alpha for the total scale was 0.97. A five-factor structure was confirmed in accordance with the assumptions adopted by the authors of the original version of the scale. Cronbach’s alpha coefficient for the Polish version of the CLES+T subscales ranged from 0.83 (Nursing care on the ward) to 0.95 (The content of supervisory relationship). The mean results for individual subscales ranged from 4.52±0.63 for nursing care on the ward to 4.73±0.45 for role of the nurse teacher. Conclusions. Having shown satisfactory psychometric properties, CLES+T can be considered a useful instrument to assess those elements of clinical learning environment which are important for the assurance of education quality at the postgraduate level.

scholarly journals The Clinical Learning Environment, Supervision and Nurse Teacher Scale (CLES+T): psychometric properties measured in the context of postgraduate nursing education

2019 ◽  
Author(s):  
Dorota Ozga ◽  
Aleksandra Gutysz-Wojnicka ◽  
Bogumił Lewandowski ◽  
Beata Dobrowolska
Keyword(s):  
Nursing Education ◽  
Learning Environment ◽  
Psychometric Properties ◽  
Nursing Care ◽  
Clinical Learning ◽  
Supervisory Relationship ◽  
Clinical Learning Environment ◽  
Cronbach’S Alpha ◽  
Cronbach's Alpha ◽  
Undergraduate Nursing

Abstract Background. The CLES+T instrument is internationally used for evaluation of clinical learning environment in undergraduate nursing education. However, no evidence is available on the possible applications of this instrument in the context of postgraduate nursing education. Purpose. To examine the basic psychometric properties of the CLES+T in the context of clinical postgraduate nursing education in Poland. Methods. Study among a sample of 417 nurses participating in the clinical postgraduate training in Poland. Results. Cronbach’s alpha for the total scale was 0.97. A five-factor structure was confirmed in accordance with the assumptions adopted by the authors of the original version of the scale. Cronbach’s alpha coefficient for the Polish version of the CLES+T subscales ranged from 0.83 (Nursing care on the ward) to 0.95 (The content of supervisory relationship). The mean results for individual subscales ranged from 4.52±0.63 for nursing care on the ward to 4.73±0.45 for role of the nurse teacher. Conclusions. Having shown satisfactory psychometric properties, CLES+T can be considered a useful instrument to assess those elements of clinical learning environment which are important for the assurance of education quality at the postgraduate level.

scholarly journals The Clinical Learning Environment, Supervision and Nurse Teacher Scale (CLES+T): psychometric properties measured in the context of postgraduate nursing education

2020 ◽  
Author(s):  
Dorota Ozga ◽  
Aleksandra Gutysz-Wojnicka ◽  
Bogumił Lewandowski ◽  
Beata Dobrowolska
Keyword(s):  
Nursing Education ◽  
Learning Environment ◽  
Psychometric Properties ◽  
Nursing Care ◽  
Clinical Learning ◽  
Supervisory Relationship ◽  
Clinical Learning Environment ◽  
Cronbach’S Alpha ◽  
Cronbach's Alpha ◽  
Undergraduate Nursing

Abstract Background . The Clinical Learning Environment, Supervision and Nurse Teacher Scale ( CLES+T) instrument is internationally used for the evaluation of clinical learning environment in undergraduate nursing education. However, no evidence is available on the possible applications of this instrument in the context of postgraduate nursing education. Purpose . To examine the basic psychometric properties of CLES+T in the context of clinical postgraduate nursing education in Poland. Methods . Study among a sample of 417 nurses participating in the clinical postgraduate training in Poland. Results . Cronbach’s alpha for the total scale was 0.97. A five-factor structure was confirmed in accordance with the assumptions adopted by the authors of the original version of the scale. Cronbach’s alpha coefficient for the Polish version of the CLES+T subscales ranged from 0.83 ( Nursing care on the ward ) to 0.95 ( The content of supervisory relationship ). The mean results for individual subscales ranged from 4.52±0.63 for nursing care on the ward to 4.73±0.45 for role of the nurse teacher . Conclusions . Having shown satisfactory psychometric properties, CLES+T can be considered a useful instrument to assess those elements of clinical learning environment which are important for the assurance of education quality at the postgraduate level.

scholarly journals Through the eyes of the student: Best practices in clinical facilitation

Curationis ◽  
2017 ◽  
Vol 40 (1) ◽  
Author(s):  
Immaculate S. Muthathi ◽  
Catherine H. Thurling ◽  
Susan J. Armstrong
Keyword(s):  
Nursing Education ◽  
Nursing Students ◽  
Best Practices ◽  
Learning Environment ◽  
Clinical Skills ◽  
Education Institution ◽  
Clinical Learning ◽  
Clinical Learning Environment ◽  
Undergraduate Nursing ◽  
Skills Laboratory

Background: Clinical facilitation is an essential part of the undergraduate nursing curriculum. A number of studies address the issue of clinical facilitation in South Africa, but there remains a lack of knowledge and understanding regarding what students perceive as best practice in clinical facilitation of their learning.Objective: To determine what type of clinical facilitation undergraduate students believe should be offered by clinical facilitators (nurse educators, professional nurses and clinical preceptors) in the clinical area in order to best facilitate their learning.Method: A qualitative, exploratory and descriptive study was conducted. Purposive sampling was performed to select nursing students from the second, third and fourth year of studies from a selected nursing education institution in Johannesburg. The sampling resulted in one focus group for each level of nursing, namely second, third and fourth year nursing students. Interviews were digitally recorded and transcribed verbatim, thematic data analysis was used and trustworthiness was ensured by applying credibility, dependability, confirmability and transferability.Main findings: The data revealed that participants differentiated between best practices in clinical facilitation in the clinical skills laboratory and clinical learning environment. In the clinical skills laboratory, pre-contact preparation, demonstration technique and optimising group learning were identified as best practices. In the clinical learning environment, a need for standardisation of procedures in simulation and practice, the allocation and support for students also emerged.Conclusion: There is a need for all nurses involved in undergraduate nursing education to reflect on how they approach clinical facilitation, in both clinical skills laboratory and clinical learning environment. There is also a need to improve consistency in clinical practices between the nursing education institution and the clinical learning environment so as to support students’ adaptation to clinical practice.

scholarly journals Sykepleiestudentenes kliniske praksis – om klinisk læringsmiljø og studenttilfredshet

2020 ◽  
Vol 16 (2) ◽  
Author(s):  
Eva Mari Andreasen ◽  
Rune Høigaard ◽  
Kristin Haraldstad
Keyword(s):  
Nursing Education ◽  
Clinical Practice ◽  
Nursing Students ◽  
Learning Environment ◽  
Student Satisfaction ◽  
Task Orientation ◽  
Clinical Learning ◽  
Clinical Learning Environment ◽  
Clinical Placements ◽  
Students Satisfaction

Nurse practice – clinical learning environment and student satisfaction The purpose of this study was to investigate nursing students’ satisfaction with the clinical learning environment during clinical practice. A questionnaire was distributed to nursing students at a university (N=250) in Norway. Student satisfaction, task orientation, pedagogical atmosphere, supervisory relationship, and the premises of nursing on the ward were measured. Of the 250 students invited, 163 (66 %) completed the survey. Nursing students were largely satisfied with their clinical placement experiences, but they were more satisfied with hospital placements than home care placements. Supervision more than once a week and having one supervisor was important for student satisfaction. Students’ relationship with their supervisors was strongest associated with satisfaction with their clinical placements. Supervisors play an important role in nursing students’ satisfaction with their clinical practice, with results indicating that this should be emphasized in the development of nursing education. The results indicate that nursing guidance skills should be strengthened to ensure the quality of clinical placements in nursing education.

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