scholarly journals The Diversity Issue Revisited: International Students in Clinical Environment

ISRN Nursing ◽  
2012 ◽  
Vol 2012 ◽  
pp. 1-6 ◽  
Author(s):  
Marianne Pitkäjärvi ◽  
Elina Eriksson ◽  
Kaisu Pitkälä
Keyword(s):  
Health Care ◽  
International Students ◽  
Learning Environment ◽  
Cultural Diversity ◽  
Linguistic Diversity ◽  
Clinical Environment ◽  
Clinical Learning Environment ◽  
Cross Sectional Survey ◽  
Cultural And Linguistic Diversity ◽  
Structural Arrangements

Background. Globalization within higher education leads to an increase in cultural and linguistic diversity in student populations. The purpose of this study was to explore culturally diverse health care students’ experiences in clinical environment in Finland, and to compare them with those of native Finnish students’ participating in the same program. Method. A cross-sectional survey was performed at 10 polytechnic faculties of health care in Finland. 283 respondents (148 international and 95 Finnish students) responded to items concerning clinical rotation. The survey included items grouped as dimensions: (1) welcoming clinical environment, (2) unsupportive clinical environment, (3) approach to cultural diversity, (4) communication, and (5) structural arrangements. Results. International students felt as welcome on their placements as Finnish students. Concerning structural arrangements set up to facilitate preceptorship and approach to cultural diversity in the learning environment, the two groups’ opinions were similar. However, international students were more likely than Finnish students to experience their clinical learning environment as unsupportive (). In addition, their experiences of communication with the staff was poorer than that of their Finnish peers’ (). Conclusions. Awareness of strategies that enhance understanding, acceptance, and appreciation of cultural and linguistic diversity in any health care setting are needed.

Multilingualism and the Ideal of Unity in Diversity in the European Union. Key Concepts and Context

2020 ◽  
Vol 65 (2) ◽  
pp. 265-282
Author(s):  
Roxana-Maria Nistor-Gâz ◽  
Delia Pop-Flanja
Keyword(s):  
European Union ◽  
Cultural Diversity ◽  
Linguistic Diversity ◽  
Point Of View ◽  
The European Union ◽  
Cultural And Linguistic Diversity ◽  
Tower Of Babel ◽  
Key Concepts ◽  
Unity In Diversity ◽  
The Ideal

"In a world challenged by cultural diversity, this article aims to look at the great diversity of languages and cultures that coexist within the European Union. Building on the story of the Tower of Babel that explains, from a religious point of view, the cultural and linguistic diversity existing in the European Union, the authors tried to contextualize EU’s motto of “unity in diversity”, interpreted as an ideal involving a lot of effort and sometimes even many conflicts, but one that we should all fight for and strive to maintain. Keywords: linguistic diversity, ethnicity, nation, minority, majority, communication, unity in diversity"

scholarly journals Assessing Students’ Well-being in Primary Health Care Setting as a Clinical Learning Environment

2020 ◽  
pp. 14-27
Author(s):  
Rabab Abdel Raoof Abed
Keyword(s):  
Health Care ◽  
Primary Health Care ◽  
Medical Students ◽  
Learning Environment ◽  
Spiritual Development ◽  
Well Being ◽  
Relative Advantage ◽  
Clinical Learning ◽  
Clinical Learning Environment ◽  
Primary Health

Introduction: Well-being in learning environment requires a culture that actively helps students to achieve their own potential. It requires a learning environment (LE) that supports physical, social and spiritual development. It has been shown that medical students experience high levels of stress that can hinder their performance, professionalism, and overall health. With respect to primary health care (PHC), some studies have shown the relative advantage of PHC centers to provide opportunities for “hands on” practice by pre-clinical students, availability of general practitioners (GPs) to supervise students, and with respect to the scope of PHC, which includes, beside patient care, community health education. Unfortunately, some aspects of the training process in clinical learning environment (CLE) have unfavorable effect on students’ well-being. Medical students face personal distress with negative effect on academic achievement, competency, professionalism, and health. We aimed to measure students wellbeing during their training in primary health care units. Materials and Methods: This is a cross sectional study to assess well-being of undergraduate students in primary health care (PHC) centers affiliated to the Faculty of Medicine, Suez Canal University (FOM-SCU). In addition, to test psychometric prosperities of The MED-NORD (Medical Education in Nordic Countries) questionnaire through exploratory factor analysis (EFA). A comprehensive (purposive) Sample was taken from year 1, 2, and 3. Results: Testing the psychometric prosperities of MED-NORD questionnaire revealed that the questionnaire contained 7 factors and 41 items. The seven factors are: Conceptions of learning and knowledge, Approaches to learning, Perceptions of the learning environment, Problems in studying, Optimism, Reflective learning, and Lack of interest. There were adequate correlations between the factors. Conclusion: The study concluded that the students positively perceived their well-being. Furthermore, Students preferred collaborative knowledge building in learning. However, they use surface approach in their learning more than deep approach. This study also concluded good reliability and construct validity of MED-NORD questionnaire.

scholarly journals Stress, stressors and related factors in clinical learning of midwifery students in Iran: a cross sectional study

2020 ◽  
Author(s):  
Behrooz Rezaei ◽  
Juliana Falahati ◽  
Raziyeh Beheshtizadeh
Keyword(s):  
Learning Environment ◽  
Perceived Stress ◽  
Negative Impact ◽  
Clinical Learning ◽  
Academic Education ◽  
Clinical Practices ◽  
Clinical Learning Environment ◽  
Cross Sectional Survey ◽  
Related Factors ◽  
Cross Sectional

Abstract Background: Midwifery is an emotionally challenging profession, and academic education of midwifery especially clinical learning has its own specific challenges. Midwifery students face with stressful experiences, especially related to instructor and characteristics of clinical environment, which can affect their theoretical and practical abilities. There is insufficient evidence in this field. This study aimed to explore (1) the perceived stress and stressors of midwifery students and (2) the relationships between students' stress and related factors in clinical learning environment. Methods: A cross sectional, survey design was conducted at one university in Iran. A sample of 108 students was selected using Krejcie and Morgan table in 2016. Data was collected using Persian version of Cohen's perceived stress scale, Persian questionnaire of sources of stress and demographic form. Data was analyzed using independent t, ANOVA and correlation coefficient test (α<0.05). Results: Participants returned 70 surveys (response rate, 64.8%). Approximately 56 % of the students perceived a high level of stress. The most common dimensions of stressors were "unpleasant emotions" and "humiliating experiences". The highest stressors were included "feeling suffering due to seeing for patients with critical situation", "instructor’s admonition in the presence of clinical staff" and "communication with instructor". The "interest in the field of study" had a negative impact on perception of stressors in dimensions of "clinical practices" and "interpersonal communication". Conclusions: The midwifery students reported their stress in severe level, especially in dimensions of "unpleasant emotions" and "humiliating experiences". The factors associated with the instructors have caused more stress in students. These findings will highlight need for supportive strategies by the clinical instructors. In this regard, the use of experienced instructors, the development of communication skills of the instructors, increasing coping skills of the students and the creation of a supportive environment may be helpful. Keywords: Clinical Learning Environment, Clinical Education, Clinical Preceptorship, Midwifery Education, Stress, Student, Midwifery, Instructor

scholarly journals Preliminary Evidence Supporting a Novel 10-Item Clinical Learning Environment Quick Survey (CLEQS)

2021 ◽  
Vol 13 (4) ◽  
pp. 553-560
Author(s):  
Deborah Simpson ◽  
Matthew McDiarmid ◽  
Tricia La Fratta ◽  
Nicole Salvo ◽  
Jacob L. Bidwell ◽  
...  
Keyword(s):  
Health Care ◽  
Medical Education ◽  
Learning Environment ◽  
Graduate Medical Education ◽  
Validity Evidence ◽  
Clinical Learning ◽  
Clinical Learning Environment ◽  
Good Reliability ◽  
Team Members ◽  
Graduate Medical

ABSTRACT Background The clinical learning environment (CLE) is a priority focus in medical education. The Accreditation Council for Graduate Medical Education Clinical Learning Environment Review's (CLER) recent addition of teaming and health care systems obligates educators to monitor these areas. Tools to evaluate the CLE would ideally be: (1) appropriate for all health care team members on a specific unit/project; (2) informed by contemporary learning environment frameworks; and (3) feasible/quick to complete. No existing CLE evaluation tool meets these criteria. Objective This report describes the creation and preliminary validity evidence for a Clinical Learning Environment Quick Survey (CLEQS). Methods Survey items were identified from the literature and other data sources, sorted into 1 of 4 learning environment domains (personal, social, organizational, material) and reviewed by multiple stakeholders and experts. Leaders from 6 interprofessional graduate medical education quality improvement/patient safety teams distributed this voluntary survey to their clinical team members (November 2019–mid-January 2021) using electronic or paper formats. Validity evidence for this instrument was based on the content, response process, internal structure, reliability, relations to other variables, and consequences. Results Two hundred one CLEQS responses were obtained, taking 1.5 minutes on average to complete with good reliability (Cronbach's α ≥ 0.83). The Cronbach alpha for each CE domain with the overall item ranged from 0.50 for personal to 0.79 for social. There were strong associations with other measures and clarity about improvement targets. Conclusions CLEQS meets the 3 criteria for evaluating CLEs. Reliability data supports its internal consistency, and initial validity evidence is promising.

Role of the clinical learning environment in preparing new clinicians to engage in quality improvement efforts to eliminate health care disparities

2019 ◽  
Author(s):  
Baretta R Casey ◽  
Marie Chisholm-Burns ◽  
Morgan Passiment ◽  
Robin Wagner ◽  
Laura Riordan ◽  
...  
Keyword(s):  
Health Care ◽  
Learning Environment ◽  
Learning Environments ◽  
Health Care System ◽  
Health Care Disparities ◽  
Care Delivery ◽  
The United States ◽  
Clinical Learning ◽  
Clinical Learning Environment ◽  
Care System

Abstract Purpose The National Collaborative for Improving the Clinical Learning Environment offers guidance to health care leaders for engaging new clinicians in efforts to eliminate health care disparities. Summary To address health care disparities that are pervasive across the United States, individuals at all levels of the health care system need to commit to ensuring equity in care. Engaging new clinicians is a key element of any systems-based approach, as new clinicians will shape the future of health care delivery. Clinical learning environments, or the hospitals, medical centers, and ambulatory care clinics where new clinicians train, have an important role in this process. Efforts may include training in cultural humility and cultural competency, education about the organization’s vulnerable populations, and continuous interprofessional experiential learning through comprehensive, systems-based QI efforts focused on eliminating health care disparities. Conclusion By preparing and supporting new clinicians to engage in systems-based QI efforts to eliminate health care disparities, clinical learning environments are instilling skills and supporting behaviors that clinicians can build throughout their careers—and helping pave the road towards equity throughout the US health care system.

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 Attitude of Nursing Students Towards Work in the Clinical Learning Environment

2021 ◽  
Vol 6 (1) ◽  
pp. 54
Author(s):  
Chiamaka Rosemary Anagor ◽  
Felicia Ekwok Lukpata ◽  
Jennifer Nkeiruka Ikechukwu-Okoroezi ◽  
May Ulunma Obiora
Keyword(s):  
Nursing Students ◽  
Learning Environment ◽  
Student Nurses ◽  
Clinical Work ◽  
High Rate ◽  
Clinical Learning ◽  
Clinical Environment ◽  
Clinical Learning Environment ◽  
Students Attitudes ◽  
Theory Practice Gap

Introduction: Exposure to the clinical learning environment is indispensable for the nursing students as it provides experiences which are basic and significant to the development of professional skills as well as bridge the theory-practice gap. Despite the importance of clinical learning, nursing students’ attitudes in the clinical environment has been a concern.Purpose: This paper reviewed the attitude of nursing students towards work in the clinical learning environment.Method: Electronic searches using scholarly databases were employed and only significant articles that met the review objective were utilized.Findings: This review revealed that there is a high rate of unauthorized student nurses’ absenteeism as majority are absent from clinical work without permission. There is also an appalling display of lateness behavior as students arrive at work after the scheduled time. Interestingly, most students are willing to carry out procedures while some are nonchalant due to the stressful and anxiety provoking tasks. Student nurses felt that there is an unspoken comparison, discrimination and disrespect displayed by their seniors and medical colleagues towards them.Conclusion: There is overwhelming evidence from literature supporting the negative attitudes of nursing students in the clinical environment. It was therefore recommended that students should be psychologically prepared in their schools before exposure to the clinical environment. There should be an effort to build students’ self-esteem and professional self-concept by the relevant authorities. Finally, to bridge the rift between inter-professionals, there is need for more social interaction opportunities where everyone will value what each member contributes to the team. 

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