Effective Clinical Learning Environment as Perceived by Nursing Students at AL Dawadmi, Applied Medical Sciences college: Actual versus Preferred Characteristics

Ali, Wafaa; Banan, Sahar Hassan Aly El; Seraty, Wafaa Hassan Al

doi:10.15520/ijnd.2015.vol5.iss05.94.01-06

Cited by 5 publications

(4 citation statements)

References 0 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…Finally, in satisfaction with the clinical practice organization, the interactions were the hospital, students' high mean score, a low number of students period/clinical educator and public management. These results confirm that the number of students, type of center, management and service were conditions considered fundamental for the satisfaction of nursing students with the clinical educator and with the organization of the clinical practice by the university (Dunn and Burnett, 1995;Bergjan and Hertel, 2013;Ahn and Choi, 2015;Wafaa-Gameel et al, 2015). The service in which the clinical practice was carried out and the supervision of the clinical educator have a direct impact on the students' learning and satisfaction with the clinical educator and the organization of the clinical practice, the guidance and information (Milton-Wildey et al, 2014).…”

Section: Discussionsupporting

confidence: 59%

What Academic Factors Influence Satisfaction With Clinical Practice in Nursing Students? Regressions vs. fsQCA

et al. 2020

View full text Add to dashboard Cite

Clinical practices are considered one of the cornerstones in nurses' education. This study provides a framework to determine how factors in the academic environment, influence nursing student's satisfaction with their practices. A cross-sectional analytical study was conducted in a convenience sample of 574 nursing students at a private university in Valencia, during the 2016/2017 academic year, 79% (456) were women. Two statistical methodologies were used for data analysis: hierarchical regression models (HRM) and fuzzy sets qualitative comparative analysis (fsQCA). The HRM indicate that the students' mean score influences all dimensions of satisfaction. Furthermore, in the fsQCA, the type of service and center, as well as the type of management, the preference in the choice of the practice center and the number of students per period per clinical educator influence satisfaction with clinical practices. These results could be used to understand how academic factors influence nursing students' satisfaction with their clinical practices and to create intervention programmes that improve it. This will help prepare students to be the future nursing workforce.

show abstract

Section: Discussionsupporting

confidence: 59%

What Academic Factors Influence Satisfaction With Clinical Practice in Nursing Students? Regressions vs. fsQCA

et al. 2020

View full text Add to dashboard Cite

show abstract

“…This factor analysis offers some alternative scales to the original CLEI that take into account the distinctions of workplace.Ali et al. (2015) [17]Shaqra University, Saudi ArabiaCross sectional research designStudents affiliated to the nursing department of ALDawadmi Faculty of Applied Medical Sciences, female branch, Shaqra University, Saudi Arabia (n = 75). Pilot study was carried out beforehand with 10 nursing students.The authors used the Clinical Learning Environment Inventory (CLEI) as previously described with no changes.To describe and compare the actual and preferred characteristics of effective clinical environment as perceived by nursing studentsOn both the actual and preferred forms of the CLEI, the satisfaction domain was the most important domain (84%) as perceived by undergraduate nursing students and the individualization subscale was the least important domain (74%), though the difference between the two was not large.Hardy et al.…”

Section: Resultsmentioning

confidence: 99%

Clinical education and student satisfaction: An integrative literature review

Phillips

Mathew

Aktan

et al. 2017

International Journal of Nursing Sciences

View full text Add to dashboard Cite

The clinical component of undergraduate clinical education is a critical area in nursing programs. Faculty shortages have made recruitment of clinical faculty and clinical teaching more challenging. As such, alternate models of clinical faculty assignments are being explored to address faculty shortages. This article contains an extensive literature review conducted to survey models of clinical education and student satisfaction with the clinical environment. The purpose of this paper is to examine student satisfaction in the clinical learning environment using articles employing the Clinical Learning Environment Inventory (CLEI) along with examining the use of alternate clinical staffing models in differing levels of undergraduate nursing students. A literature search focusing on studies published between 2002 and 2015 was conducted from 5 electronic databases. Thirty-five articles were reviewed and 22 were selected for this literature review. The studies reviewed concluded that students favored a more positive and favorable clinical environment than they perceived as being actually present. A supportive clinical learning environment is of paramount importance in securing positive teaching learning outcomes. Nurse educators can apply the results of this review in order to develop and maintain quality clinical teaching and to promote a positive, student-centric, clinical learning environment.

show abstract

“…In a study conducted by Ali et al. [21], satisfaction with the clinical environment was reported to be the most important domain. D'Souza et al.…”

Section: Introductionmentioning

confidence: 99%

The effectiveness of shared clinical teaching in nursing

Phillips

Mathew

Aktan

et al. 2019

International Journal of Nursing Sciences

View full text Add to dashboard Cite

Aim Clinical learning is a critical component of a nursing curriculum. Student satisfaction in clinical environment is crucial to foster a positive learning experience. Faculty shortages have made clinical teaching more challenging; as such, alternate models of clinical teaching must be explored by nursing programs. The purpose of this study was to measure the perception of student satisfaction in regard to the effectiveness of shared clinical teaching in nursing. Methods Utilizing Chan's Clinical Learning Environment Inventory (CLEI), this quantitative comparative study examined nursing students' preferred and actual clinical learning environment. The CLEI contains 42 questions in six subscales: Individualization, Innovation, Involvement, Personalization, Task Orientation, and Satisfaction in both the actual and preferred clinical learning environment. The sample consisted of 202 nursing students in two groups: the first group had 91 students who experienced shared clinical teaching with two faculty, whereas the second group had 111 students who experienced the traditional, single faculty model. The results were analyzed using independent sample T-tests. Results The preferred learning environment was rated highest in all six subscales. Scores of the Satisfaction subscale and the Innovation subscale for Actual Learning Environment, and the score of the Innovation subscale for Preferred Learning Environment of students experiencing shared clinical teaching with two faculty were higher than the scores of students experiencing traditional, single faculty model, with statistically significance ( P ＜0.05). Conclusion The results indicated students preferred the shared clinical teaching model with two faculty over the single faculty model. Nursing programs can utilize this model and apply these results to develop and maintain quality clinical teaching.

show abstract

Effective Clinical Learning Environment as Perceived by Nursing Students at AL Dawadmi, Applied Medical Sciences college: Actual versus Preferred Characteristics

Cited by 5 publications

References 0 publications

What Academic Factors Influence Satisfaction With Clinical Practice in Nursing Students? Regressions vs. fsQCA

What Academic Factors Influence Satisfaction With Clinical Practice in Nursing Students? Regressions vs. fsQCA

Clinical education and student satisfaction: An integrative literature review

The effectiveness of shared clinical teaching in nursing

Contact Info

Product

Resources

About