Perception and Satisfaction with the Clinical Learning Environment among Nursing Students

Melba Sheila d'Souza, Subrahmanya Nairy Karkada, Kader Parahoo, Ramesh Venkatesaperumal

Research output: Contribution to journalArticle

18 Citations (Scopus)

Abstract

Background. Clinical nursing education provides baccalaureate nursing students an opportunity to combine cognitive, psychomotor, and affective skills in the Middle East.Objective. The aim of the paper is to assess the satisfaction and effectiveness of the clinical learning environment among nursing students in Oman.Design. A cross sectional descriptive design was used.Setting and participants. A convenience sample consisting of 310 undergraduate nursing students was selected in a public school of nursing in Oman.Methods. Ethical approval was obtained from the Research and Ethics Committee, College of Nursing in 2011. A standardized, structured, validated and reliable Clinical Learning Environment Supervision Teacher Evaluation instrument was used. Informed consent was obtained from all the students. Data was analyzed with ANOVA and Structural Equation Modeling.Results. Satisfaction with the clinical learning environment (CLE) sub-dimensions was highly significant and had a positive relationship with the total clinical learning environment. In the path model 35% of its total variance of satisfaction with CLE is accounted by Leadership style, Clinical nurse commitment (variance = 28%), and Patient relationships (R22 = 27%). Higher age, GPA and completion of number of clinical courses were significant with satisfaction of the CLE among these students.Conclusions. Nurse educators can improvise clinical learning placements focusing on leadership style, premises of learning and nursing care, nurse teacher, supervision while integrating student, teacher and environmental factors. Hence clinical learning environment is integral to students' learning and valuable in providing educational experiences.Relevance to practice. The CLE model provides information to nurse educators regarding best clinical practices for improving the CLE among BSN students.
LanguageEnglish
Pages833-840
JournalNurse Education Today
Volume35
Issue number6
Early online date19 Feb 2015
DOIs
Publication statusPublished - Jun 2015

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Nursing Students
learning environment
nursing
Learning
student
nurse
Students
Oman
Nurses
supervision
educator
leadership
learning
Baccalaureate Nursing Education
teacher
School Nursing
Middle East
student teacher
environmental factors
Research Ethics Committees

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d'Souza, Melba Sheila ; Karkada, Subrahmanya Nairy ; Parahoo, Kader ; Venkatesaperumal, Ramesh. / Perception and Satisfaction with the Clinical Learning Environment among Nursing Students. 2015 ; Vol. 35, No. 6. pp. 833-840.
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abstract = "Background. Clinical nursing education provides baccalaureate nursing students an opportunity to combine cognitive, psychomotor, and affective skills in the Middle East.Objective. The aim of the paper is to assess the satisfaction and effectiveness of the clinical learning environment among nursing students in Oman.Design. A cross sectional descriptive design was used.Setting and participants. A convenience sample consisting of 310 undergraduate nursing students was selected in a public school of nursing in Oman.Methods. Ethical approval was obtained from the Research and Ethics Committee, College of Nursing in 2011. A standardized, structured, validated and reliable Clinical Learning Environment Supervision Teacher Evaluation instrument was used. Informed consent was obtained from all the students. Data was analyzed with ANOVA and Structural Equation Modeling.Results. Satisfaction with the clinical learning environment (CLE) sub-dimensions was highly significant and had a positive relationship with the total clinical learning environment. In the path model 35{\%} of its total variance of satisfaction with CLE is accounted by Leadership style, Clinical nurse commitment (variance = 28{\%}), and Patient relationships (R22 = 27{\%}). Higher age, GPA and completion of number of clinical courses were significant with satisfaction of the CLE among these students.Conclusions. Nurse educators can improvise clinical learning placements focusing on leadership style, premises of learning and nursing care, nurse teacher, supervision while integrating student, teacher and environmental factors. Hence clinical learning environment is integral to students' learning and valuable in providing educational experiences.Relevance to practice. The CLE model provides information to nurse educators regarding best clinical practices for improving the CLE among BSN students.",
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Perception and Satisfaction with the Clinical Learning Environment among Nursing Students. / d'Souza, Melba Sheila; Karkada, Subrahmanya Nairy; Parahoo, Kader; Venkatesaperumal, Ramesh.

Vol. 35, No. 6, 06.2015, p. 833-840.

Research output: Contribution to journalArticle

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