Experiences of healthcare students and the challenges posed by their clinical learning environment

Abstract

Aim: The aim of the study was to identify the challenges and problems faced by student nurses and paramedic students during the clinical practice stage of their education. Design: The current study utilized a cross-sectional research design. Methods: A sample of 259 students was selected through convenience sampling, comprising 127 student nurses and 132 paramedic students. An adapted self-administered questionnaire, the Clinical Learning Environment Supervision and Nurse Teacher (CLES+T) evaluation scale was used to collect data, with the permission of the author. Socio-demographic characteristics were shown in the form of frequency and percentages. Findings concerning the evaluation of clinical learning were calculated in the context of descriptive statistical analysis, such as mean and standard deviation. An independent sample t-test was applied to compare the findings. Results: The mean age of respondents was 21.39 years, of whom 60 (61.8%) were male and 99 (32.2%) were female. The highest mean score (3.87 ± 0.77) was awarded to Nursing Care Provided on the Ward, while the lowest mean score was achieved for Supervisory Relationships on the Ward (3.71 ± 0.84). Conclusion: The study showed overall satisfaction with the clinical environment. Male and paramedic students were least satisfied. Considerable improvement is needed in the context of Pedagogical Atmosphere and Supervisory Relationships on the ward.

Issues in Clinical Learning Environment among Undergraduate Nursing Students in Khyber Pakhtunkhwa, Pakistan

“…Clinical teachers rarely visit their students on clinical placement due to huge burden on them. 19 This issue can be minimized by hiring an increased number of faculty in the educational institutions.…”

Barriers and facilitators of the effectiveness of the clinical pedagogical supervision of nursing and obstetric students in sub-Saharan Africa: A systematic review

“…[25,26] Others have even reported that supervisors demonstrate good clinical teaching skills. [1,2,9,14,27] In sum, the above attests to a bivalent situation of the quality of clinical supervision. In this context, it is important to identify the strengths and weaknesses inherent in the educational process implemented during the internship to support the trainees in acquiring professional skills.…”

“…Elsewhere, these aspects of supervision's development of clinical teaching skills were also often reported as facilitators. [1,2,9,14,27] One of the reasons for this dual situation might be that it is influenced by the state of the teacher's (supervisor's) personal and professional values (caring) and the notion of the teacher's professional identity in the teaching environment. [47] b) About student behavior The literature has also identified barriers to the effectiveness of clinical pedagogical supervision.…”

“…It combines theoretical learning and clinical experience. [1][2][3][4] Therefore, clinical placement is crucial for health care students in their training. [5] In fact, in nursing and midwifery training, the internship is a pedagogical strategy that allows the student to see how the fundamentals of the nursing profession are integrated into the technical and organizational work of daily life and apply them to care.…”

Evaluation of the effectiveness of the simulation process for teaching nursing

“…Each scenario must be prepared so that the trainer can record routine practices common to most nursing services as well as specific units, such as assessment using a particular assessment tool, appropriate communication, needs analysis, individualized care with elements of transcultural nursing, etc. (Čukljek et al, 2019;Khan et al, 2020;Tomová et al, 2020).…”