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Nasirudeen AMA, Song X, Sng B, Pan D. Nursing Students' Perception of the Clinical Learning Environment: A Longitudinal, Cohort Study. Nurse Educ 2024:00006223-990000000-00540. [PMID: 39326015 DOI: 10.1097/nne.0000000000001740] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 09/28/2024]
Abstract
BACKGROUND The clinical learning environment (CLE) plays a vital role in students' learning in clinical settings. However, to our knowledge, no longitudinal cohort studies have been published on how CLE influences nursing students' learning during clinical placements. PURPOSE This study investigated a cohort of nursing students' perceptions of CLE during their first and third-year clinical placements. METHODS The clinical learning environment inventory (CLEI) questionnaire was used in this study. In 2021, a convenience sample of 450 first-year nursing students was invited to complete the CLEI questionnaire. In 2023, the same cohort of students in their third year of study were invited to complete the questionnaire. RESULTS Personalization, satisfaction, and task orientation had higher mean scores than the other CLEI subscales. The lowest mean scores were found for the teaching innovation and individualization subscales. Multiple regression and bivariate correlation analyses revealed task orientation as the strongest predictor of student satisfaction with the CLE. CONCLUSIONS Nursing students in Singapore have a moderately positive satisfaction with their CLE. Clinical instructors should design innovative lesson plans to improve the student experience and learning in the CLE.
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Affiliation(s)
- A M A Nasirudeen
- Author Affiliations: School of Health Sciences, Ngee Ann Polytechnic, Singapore (Dr Nasirudeen, Ms Song, Mr Sng, and Ms Pan); and Continuing Education and Training Academy, Ngee Ann Polytechnic, Singapore (Dr Nasirudeen)
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Pedregosa S, Zabalegui A, Fabrellas N, Risco E, Pereira M, Dmoch‐Gajzlerska E, Şenuzun F, Martin S. Nurses, midwives and students' reports of effective dedicated education units in five European countries: A qualitative study. Nurs Open 2024; 11:e2210. [PMID: 38958174 PMCID: PMC11220640 DOI: 10.1002/nop2.2210] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 04/05/2023] [Revised: 10/08/2023] [Accepted: 05/29/2024] [Indexed: 07/04/2024] Open
Abstract
AIM To investigate nursing/midwifery students, Clinical Mentors, Link Teachers and Head Nurses experiences within "Dedicated Education Unit" model in 6 European clinical placements and analyse the necessary elements for a powerful clinical learning environment. DESIGN A multi-country, phenomenological, qualitative study. METHODS Focus group interviews were performed to identify the personal and organizational factors of importance for students and nurses/midwives. RESULTS Data analysis produced 4 main themes (1) Clinical placement organization, (2) students' clinical knowledge and skill acquisition, (3) students, and nurses/midwives' experiences within the DEU model and (4) factors for creating an effective learning environment. CONCLUSIONS A close educational-service collaboration, a realistic clinical placement planning, a focus on student learning process and an investment in professionals' education and development among others, are elements to set up a powerful clinical learning environment. IMPLICATIONS FOR THE PROFESSION It is considered advisable and urgent to improve the working conditions of nurses/midwives and the learning environments of students as a strategy to alleviate the global shortage of nurses and respond to the increasingly demanding health needs of the population. IMPACT Due to the close relationship between students' learning and features of the clinical environment nurse educators seek innovative models which allow students to manage patient care and their transition to professional practice. To implement new learning strategies, identifying students, nurses and midwives perceptions and suggestions is a powerful information to evaluate implementation process and outcomes. PUBLIC CONTRIBUTION Our findings could help academic and clinical managers to meet the human and organizational requirements to create a successful learning environment in every student placement.
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Affiliation(s)
- Sara Pedregosa
- Facultat d'Infermeria i FisioteràpiaUniversitat de LleidaIgualadaSpain
| | | | - Núria Fabrellas
- Faculty of Medicine and Health SciencesUniversity of BarcelonaBarcelonaSpain
| | - Ester Risco
- Nursing Research Group, Hospital Universitari Parc taulí, Institut d’Investigació i Innovació Parc Taulí (I3PT‐CERCA)Universitat Autoonoma de BarcelonaSabadellSpain
| | | | | | - Fisun Şenuzun
- Ege University Faculty of Nursing Internal Medicine NursingIzmirTurkey
| | - Sandra Martin
- Center of Expertise Health Innovation at UC Leuven‐LimburgDiepenbeekBelgium
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Guejdad K, Ikrou A, Strandell-Laine C, Abouqal R, Belayachi J. Healthcare Students' Perceptions of the Quality of the Clinical Learning Environment in Morocco: A Cross-Sectional Study. Nurs Res Pract 2024; 2024:7849334. [PMID: 38808270 PMCID: PMC11132824 DOI: 10.1155/2024/7849334] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 10/31/2023] [Revised: 03/30/2024] [Accepted: 04/18/2024] [Indexed: 05/30/2024] Open
Abstract
Background The clinical learning environment (CLE) is critical for developing the practical skills needed in healthcare professions. This study aimed to evaluate healthcare students' perceptions of the quality of the CLE using the Arabic version of the Clinical Learning Environment, Supervision and Nurse Teacher (ar. CLES + T) scale. The study also aimed to evaluate the tool's measurement invariance and compare perceptions among student groups. Methods This cross-sectional study was carried out at two health education institutes in Morocco throughout the academic year 2018-2019 among 1550 undergraduate students who had just finished a clinical practicum in a hospital or primary healthcare facility. Data were gathered using the ar. CLES + T scale. Confirmatory factor analysis (CFA) and multigroup CFA were performed. The measurement invariance of the ar. CLES + T scale was assessed across gender, study year, and clinical practicum duration, using configural invariance, metric invariance, scalar invariance, and strict invariance. The t-test and analysis of variance were used to compare the mean scores of the student groups. Results Students expressed positive perceptions toward the CLE. The "Pedagogical atmosphere on the ward" dimension scored the highest, while the "Role of the nurse teacher" dimension received the lowest scores. The measurement invariance of the ar. CLES + T scale by gender, study year, and clinical practicum duration was established. First-year students and those with an extended practicum period were the most satisfied. Conclusion To promote effective learning in the clinical environment, nurse teachers might use innovative teaching approaches tailored to their evolving role in these settings. Moreover, extending the duration of clinical practicum can further enhance student learning outcomes.
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Affiliation(s)
- Khadija Guejdad
- Laboratory of Biostatistics, Clinical and Epidemiological Research, Faculty of Medicine and Pharmacy, Mohammed V University, Rabat, Morocco
- Higher Institute of Nursing Professions and Health Techniques, Agadir, Morocco
| | - Ali Ikrou
- Laboratory of Biostatistics, Clinical and Epidemiological Research, Faculty of Medicine and Pharmacy, Mohammed V University, Rabat, Morocco
| | - Camilla Strandell-Laine
- Novia University of Applied Sciences, Turku, Finland
- Lovisenberg Diaconal University College, Oslo, Norway
| | - Redouane Abouqal
- Laboratory of Biostatistics, Clinical and Epidemiological Research, Faculty of Medicine and Pharmacy, Mohammed V University, Rabat, Morocco
| | - Jihane Belayachi
- Laboratory of Biostatistics, Clinical and Epidemiological Research, Faculty of Medicine and Pharmacy, Mohammed V University, Rabat, Morocco
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Hammad BM, Eqtait FA, Salameh B, Ayed A, Fashafsheh IH. Clinical Learning Environment: Perceptions of Palestinian Nursing Students. INQUIRY : A JOURNAL OF MEDICAL CARE ORGANIZATION, PROVISION AND FINANCING 2024; 61:469580241273101. [PMID: 39237513 PMCID: PMC11378214 DOI: 10.1177/00469580241273101] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 09/07/2024]
Abstract
Clinical learning environment play a vital role in bridging theory with practice, equipping nursing students with essential skills for patient care and support their smooth transition into the nursing workforce. To assess Palestinian nursing students' perceptions of clinical learning environment and supervision. A total of 308 undergraduate nursing students were conveniently recruited from Arab American University-Palestine for this descriptive cross-sectional study. Data collection utilized the Arabic version of the Clinical Learning Environment and Supervision plus Nurse Teacher scale. In general, nursing students expressed positive perceptions regarding their clinical learning environment (M = 130.56 ± 21.03), with the "supervisory relationship" and "role of nurse teacher" scoring highest (M = 3.85 ± 0.82 each). Conversely, the lowest rating was observed for "leadership style of the ward manager" (M = 3.8 ± 0.84). Fourth-year students and those trained in public hospitals showed significantly more positive perceptions (P < .001). Furthermore, students with higher professional satisfaction had more positive perceptions of the clinical learning environment (P < .001). The positive perceptions of Palestinian nursing students underscore the importance of the supervisory relationship and nurse teacher. However, finding suggest an area for improvement in the leadership style of the ward manager, emphasizing the necessity for strengthened partnership between nursing faculties and healthcare facilities. These insights expand our understanding of student perceptions and stress the importance of addressing these concerns to adequately prepare students for professional practice.
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Affiliation(s)
| | - Faeda A Eqtait
- Arab American University Palestine, Jenin City, Palestine
| | - Basma Salameh
- Arab American University Palestine, Jenin City, Palestine
| | - Ahmad Ayed
- Arab American University Palestine, Jenin City, Palestine
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Sahin Karaduman G, Basak T. Is Virtual Patient Simulation Superior to Human Patient Simulation: A Randomized Controlled Study. Comput Inform Nurs 2023; 41:467-476. [PMID: 36633879 DOI: 10.1097/cin.0000000000000957] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 01/13/2023]
Abstract
Virtual and human patient simulation methods offer an effective way to increase patient safety, reduce the incidence of errors, and improve clinical decision-making skills. The study was conducted to compare the effects of virtual and human patient simulation methods on performance, simulation-based learning, anxiety, and self-confidence with clinical decision-making scores of nursing students. A quasi-experimental, stratified, randomized controlled study was conducted with third-year nursing students. The students (n = 166) were divided into experimental and control groups. The difference between the pretest-posttest scores of intragroup nursing anxiety and self-confidence with clinical decision-making and total and sub-scale scores of in-group simulation-based learning were statistically significant ( P < .05). Performance scores were found to be statistically significantly high in the virtual patient simulation group ( P < .001). It was determined that virtual patient simulation was superior to other methods in terms of nursing anxiety and self-confidence with clinical decision-making, simulation-based learning, and performance scores.
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Affiliation(s)
- Gul Sahin Karaduman
- Author Affiliations: University of Health Sciences Turkey, Gulhane Training and Research Hospital (Dr Sahin Karaduman); and University of Health Sciences Turkey, Gulhane Faculty of Nursing (Dr Basak), Ankara
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McTier L, Phillips NM, Duke M. Factors Influencing Nursing Student Learning During Clinical Placements: A Modified Delphi Study. J Nurs Educ 2023; 62:333-341. [PMID: 37279976 DOI: 10.3928/01484834-20230404-01] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 06/08/2023]
Abstract
BACKGROUND Factors identified as important to nursing student clinical learning include the environment, the clinical facilitator, and student human factors. METHOD A modified Delphi study generated clinical nurse educators' expert consensus of the importance of factors that influence student learning during clinical placements. Short-answer questions exploring facilitation of learning were also provided. RESULTS Thirty-four nurse educators participated in the first round, and 17 nurse educators participated in the second round. Final consensus of at least 80% agreement was reached for all factors. Enablers of student learning included a positive workplace culture, student attitude, and clear communication between facilitator and student. Barriers to student learning included lack of time for teaching, short placement duration, and poor student and facilitator attitude. CONCLUSION Further investigation is needed on how these factors are addressed during placements including a review of the quality of resources provided to students and clinical facilitators for student learning. [J Nurs Educ. 2023;62(6):333-341.].
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Tomas N, Muronga H. Undergraduate nursing student satisfaction with the nursing program at a university campus in Namibia. INTERNATIONAL JOURNAL OF AFRICA NURSING SCIENCES 2022. [DOI: 10.1016/j.ijans.2022.100443] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 12/18/2022] Open
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Abuosi AA, Kwadan AN, Anaba EA, Daniels AA, Dzansi G. Number of students in clinical placement and the quality of the clinical learning environment: A cross-sectional study of nursing and midwifery students. NURSE EDUCATION TODAY 2022; 108:105168. [PMID: 34656035 DOI: 10.1016/j.nedt.2021.105168] [Citation(s) in RCA: 5] [Impact Index Per Article: 2.5] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 05/28/2021] [Revised: 09/01/2021] [Accepted: 10/06/2021] [Indexed: 06/13/2023]
Abstract
BACKGROUND Clinical placement is an important component of nursing and midwifery education. It exposes students to the real-world healthcare environment, where theoretical knowledge is put into practice. However, the quality of the clinical learning environment in sub-Sahara Africa has not been well explored. OBJECTIVE The objectives of this study were to assess trainees' perceptions of the number of students on the ward or clinical unit, and the quality of the clinical learning environment. DESIGN Cross-sectional survey. SETTING Nursing and midwifery students were recruited from three public hospitals in the Upper East Region, Ghana, between July and August 2019. PARTICIPANTS 254 nursing and midwifery students were recruited using the convenience sampling technique. METHODS Data were collected with the Clinical Learning Environment and Supervision + Nurse Teacher questionnaire. Data were analysed using univariate, bivariate and multivariable analyses. RESULTS It was found that the participants rated supervisory relationship; pedagogical atmosphere; role of nurse teacher; leadership style of ward managers; and premises of care on the ward as average. Students' perceptions of the quality of the clinical learning environment were predicted by supervisory relationship (β = 0.219, 95% CI: 0.016-0.070), leadership style (β = 0.199, 95% CI: 0.011-0.133) and perception of number of students in clinical placement (β = 0.224, 95%CI: 0.022-0.093). The trainees indicated that the number of students on the ward did not correspond with the amount of medical equipment and supervisors. CONCLUSION The quality of the clinical learning environment was perceived to be suboptimal. Leadership style, supervisory relationship and perception of the number of students on the ward were the salient factors that influenced students' perceptions of the quality of the clinical learning environment. Leaders of nursing and midwifery training institutions must liaise with stakeholders to enhance the quality of the clinical learning environment.
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Affiliation(s)
- Aaron Asibi Abuosi
- Department of Public Administration and Health Services Management, University of Ghana Business School, P. O. Box LG 78, Legon, Accra, Ghana.
| | | | - Emmanuel Anongeba Anaba
- Department of Population, Family and Reproductive Health, University of Ghana School of Public Health, P. O. Box LG 13, Legon, Accra, Ghana.
| | - Anita Anima Daniels
- Department of Public Administration and Health Services Management, University of Ghana Business School, P. O. Box LG 78, Legon, Accra, Ghana
| | - Gladys Dzansi
- Department of Adult Health, University of Ghana School of Nursing and Midwifery, P. O. Box LG. 43, Legons, Accra, Ghana.
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Cant R, Ryan C, Cooper S. Nursing students' evaluation of clinical practice placements using the Clinical Learning Environment, Supervision and Nurse Teacher scale - A systematic review. NURSE EDUCATION TODAY 2021; 104:104983. [PMID: 34229233 DOI: 10.1016/j.nedt.2021.104983] [Citation(s) in RCA: 36] [Impact Index Per Article: 12.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 12/16/2020] [Revised: 03/31/2021] [Accepted: 05/17/2021] [Indexed: 06/13/2023]
Abstract
OBJECTIVES To review undergraduate nursing students' perceptions of the quality of their clinical placement experiences by means of surveys conducted using the Clinical Learning Environment Supervision and Nurse Teacher questionnaire. DESIGN Systematic review of English language studies published between 2014 and 2020, in any clinical setting, utilising data collected in the decade 2010 to 2020. DATA SOURCES Structured searches were conducted in CinahlPlus, Ovid Medline, Scopus, PubMed and Google Scholar. REVIEW METHODS The Preferred Reporting Items for Systematic Reviews and Meta-Analyses framed the review. RESULTS A total of 111 records were screened, after which 21 studies met criteria for inclusion. Studies were centred on students in Sweden and in 15 other countries. Students' ratings of 'Experience' were positive across five scale subdimensions with means 3.0-3.95 of a possible 5 (overall mean 75.4%). 'Satisfaction' across seven studies was rated highly (mean 4.16 of 5) 83.2% agreement. The highest rated subdimension was Supervisory relationship, with the Role of the Nurse Teacher rated lower and inconsistently. The underlying elements are discussed. CONCLUSION Although students' Experience and Satisfaction were rated highly averaging over 75%, there is still room for improvement. Further research is needed to examine how students perceive various components of 'satisfaction' within clinical learning environments because this can be seen as the primary measure of program quality. Research using experimental and observational study designs is needed to compare ways of preparing clinical teachers and reporting measurable learning outcomes for models of supervision that are applicable in varied clinical learning environments.
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Affiliation(s)
- Robyn Cant
- School of Health, Federation University Australia, Berwick, VIC 3806, Australia.
| | - Colleen Ryan
- School of Nursing, Midwifery and Social Sciences, Central Queensland University, Noosaville, QLD 4567, Australia.
| | - Simon Cooper
- School of Health, Federation University Australia, Berwick, VIC 3806, Australia.
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Alnuqaidan H, Alhajraf A, Mathew P, Ahmad M. Transitional Shock of Multi-Nationality Newly Graduate Nurses in Kuwait. SAGE Open Nurs 2021; 7:2377960821998530. [PMID: 33869747 PMCID: PMC8020764 DOI: 10.1177/2377960821998530] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.7] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 12/14/2020] [Revised: 12/14/2020] [Accepted: 02/06/2021] [Indexed: 11/17/2022] Open
Abstract
Introduction The transitional period of newly graduate nurses became more stressful, different coping mechanisms are essential. Therefore, effective coping with transition-related stress and anxiety is important for the life and professional of those nurses. Objectives To examine the transitional shock through assessing the occupational stress and coping mechanism of multi-nationality newly graduate nurses in Kuwait. Methods A descriptive correlational design was used to identify the occupational stress of the newly graduate nurses (NGNs) and their coping mechanisms during the transitional period to their professional life. All the NGNs were recruited. The total number of participants was 152 nurses. Results Highly significant correlations on almost all stress domains with p-values P < 0.01. We found that "Death and dying" was ranked as the highest stressor with a mean score of 6.20, followed by "uncertainty concerning treatment" with a mean score of 5.59, and in the "Inadequate preparation" was the least stressor with a mean score of 1.64. Conclusion "Religious coping" was the highest-ranked coping mechanism. In conclusion, NGNs have to adjust quickly to the new practical atmosphere encountered in the health care settings by using the proper coping mechanisms techniques.
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Affiliation(s)
| | - Ali Alhajraf
- College of Nursing, Public Authority of Applied Education and Training (PAAET), Safat, Kuwait
| | - Princy Mathew
- Nursing Department, Ministry of Health, Al Asimah, Kuwait
| | - Muayyad Ahmad
- Clinical Nursing Department, School of Nursing, The University of Jordan, Amman, Jordan
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