Clinical Learning Environment Inventory: factor analysis

Newton, Jennifer Margaret; Jolly, Brian; Ockerby, Cherene; Cross, Wendy

doi:10.1111/j.1365-2648.2010.05303.x

Cited by 75 publications

(109 citation statements)

References 31 publications

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“…The items reported as more satisfied were their feeling of well preparation for the required The study' results are supported with [37] and [38] who reported students satisfaction with placement mainly because they met their placement objectives, enjoyed their time and worked as a team who are willing and available staff that assisted them in learning. Studies conducted by [39] and [17] indicated that all students, regardless of location, rated higher satisfaction with their clinical experiences.…”

Section: Discussionsupporting

confidence: 51%

Relationship between Nursing Students’ Clinical Placement Satisfaction, Academic Self-Efficacy and Achievement

Sebaee¹,

Aziz²,

Mohamed³

2017

IOSR JNHS

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Section: Discussionsupporting

confidence: 51%

Relationship between Nursing Students’ Clinical Placement Satisfaction, Academic Self-Efficacy and Achievement

Sebaee¹,

Aziz²,

Mohamed³

2017

IOSR JNHS

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“…Most researchers emphasized the CLE as composed of multiple entities having an impact on student learning and highlighting student achievement of outcomes is not guaranteed after having CLE experiences (Dunn & Burnett , Levett‐Jones & Lathlean , Sand‐Jecklin , Newton et al . ).…”

Section: Resultsmentioning

confidence: 97%

“…Variations about educational preparation of instructors were noted, with some being faculty and having graduate level education about pedagogy and learning theories and others being staff nurses with no description of educational preparation (Dunn & Burnett , Chan , Saarikoski & Leino‐Kilpi , Hosoda , Newton et al . ).…”

Section: Resultsmentioning

confidence: 97%

The clinical learning environment in nursing education: a concept analysis

Flott

Linden

2015

Journal of Advanced Nursing

285

184

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“…Clinical practice is a crucial part of a nurse's education and clinical competence development (Flott & Linden, ; Jokelainen, Turunen, Tossavainen, Jamokeeah, & Coco, ), as it shapes nursing students' professional role, behaviour, attitudes and values (Newton, J. M., Jolly, Ockerby, & Cross, ; Sandvik, Eriksson, & Hilli, ). Clinical environments are multidimensional and described as physical and psychosocial spaces with complex organisational cultures and learning settings (Flott & Linden, ).…”

Section: Introductionmentioning

confidence: 99%

Mentors' self‐assessed competence in mentoring nursing students in clinical practice: A systematic review of quantitative studies

Pramila‐Savukoski

Juntunen

Tuomikoski

et al. 2019

Journal of Clinical Nursing

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Aims and objectives To examine registered nurses' self‐evaluation of their competence in mentoring nursing students in clinical practice. Background Clinical mentors have significant roles and responsibility for nursing students' clinical learning. Moreover, the mentors' role is becoming increasingly important internationally, as the role of nurse teachers in mentoring students in clinical practice has declined. However, in most EU countries there are no specific educational requirements for clinical mentors, although they need targeted education to increase their competence in mentoring nursing students. Design The systematic review of quantitative studies was designed according to guidelines of the Centre for Reviews and Dissemination and PRISMA protocol. Methods Studies published during 2000–2019 that met inclusion criteria formulated in PiCOS format were systematically reviewed by three independent reviewers. CINAHL (Ebsco), PubMed (MEDLINE), Scopus, ERIC and Medic databases were used to retrieve the studies. Three independent reviewers conducted the systematic review process. The studies were tabulated, thematically compared and narratively reported. Results In total, 16 peer‐reviewed studies met the inclusion criteria. The studies identified various dimensions of mentors´ competence and associated environmental factors. Generally, participating mentors rated competences related to the clinical environment, mentoring, supporting students' learning processes and relevant personal characteristics fairly high. They also rated organisational practices in their workplaces, resources in the clinical environment and their mentor–student and mentor–stakeholder pedagogical practices, as respectable or satisfactory. Conclusion The results indicate considerable scope for improving mentors' competence, particularly through enhancing organisational mentoring practices and relevant resources in clinical environments. Relevance for clinical practice Pedagogical practices of mentors in relations with both students and stakeholders should be enhanced to improve future nurses' learning. This systematic review addresses a gap in knowledge of mentors' self‐evaluated competence that could assist the formulation of effective educational programmes for mentors internationally and improving clinical environments.

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Clinical Learning Environment Inventory: factor analysis

Cited by 75 publications

References 31 publications

Relationship between Nursing Students’ Clinical Placement Satisfaction, Academic Self-Efficacy and Achievement

Relationship between Nursing Students’ Clinical Placement Satisfaction, Academic Self-Efficacy and Achievement

The clinical learning environment in nursing education: a concept analysis

Mentors' self‐assessed competence in mentoring nursing students in clinical practice: A systematic review of quantitative studies

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