Factors influencing the effectiveness of clinical learning environment in nursing education

Gurková, Elena; Žiaková, Katarína; Cibríková, Silvia; Magurová, Dagmar; Hudáková, Anna; Mrosková, Slávka

doi:10.15452/cejnm.2016.07.0017

Cited by 19 publications

(22 citation statements)

References 14 publications

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“…We find that frequency of contact with private supervisor was associated with high evaluation of clinical experience by both nursing and midwifery students. These findings are consistent with the results from Cyprus [10], Slovakia [19], northern Italy [20] and Sweden [21] where nursing students evaluated their clinical experience better with private supervision. As team supervision was higher and likely to be poor among students, it is reasonable that contact with private supervisors with a high tendency for tailored training to receive high rating.…”

Section: Discussionsupporting

confidence: 91%

Clinical learning environment of nursing and midwifery students in Ghana

Ziba

Yakong

Ali

2020

Preprint

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Background Data on student experience of the clinical learning environment in Ghana are scarce. We therefore aimed to assess students’ evaluation of the clinical learning environment and the factors that influence their learning experience.Methods This was a cross-sectional survey of 225 undergraduate nursing and midwifery students. We used the Clinical Learning Environment and Supervision + Nurse Teacher (CLES +T) evaluation scale to assess students’ experience of their clinical placement. The association between student demographic characteristics and clinical placement experience was determined using t-test or ANOVA.Results Most of the sampled students were Nurses (67%) and in the third year of training (81%). More students received supervision from a nurse (57%) during clinical placement and team supervision (67%) was the most common during clinical placement. Nursing students were more likely to rate their clinical experience better than midwifery students (p=0.002). Students who had increased contact with private supervisors were also more likely to rate their experience higher (p=0.002). Clinical experience was also rated higher by students who received successful supervision compared to those who had unsuccessful or team supervision (p=0.001).Conclusion Team supervision is high in health facilities where students undertake clinical placement in Ghana. Frequent contact with private supervisor and successful supervision are associated with better rating of clinical experience among Ghanaian undergraduate nursing and midwifery students.

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Section: Discussionsupporting

confidence: 91%

Clinical learning environment of nursing and midwifery students in Ghana

Ziba

Yakong

Ali

2020

Preprint

View full text Add to dashboard Cite

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“…We nd that frequency of contact with private supervisor was associated with high evaluation of clinical experience by both nursing and midwifery students. These ndings are consistent with the results from Cyprus [10], Slovakia [19], northern Italy [20] and Sweden [21] where nursing students evaluated their clinical experience better with private supervision. As team supervision was higher and likely to be poor among students, it is reasonable that contact with private supervisors with a high tendency for tailored training to receive high rating.…”

Section: Discussionsupporting

confidence: 91%

Clinical learning environment of nursing and midwifery students in Ghana

Ziba

Yakong

Ali

2020

Preprint

View full text Add to dashboard Cite

Background: Data on student experience of the clinical learning environment in Ghana are scarce. We therefore aimed to assess students’ evaluation of the clinical learning environment and the factors that influence their learning experience.Methods: This was a cross-sectional survey of 225 undergraduate nursing and midwifery students. We used the Clinical Learning Environment and Supervision + Nurse Teacher (CLES +T) evaluation scale to assess students’ experience of their clinical placement. The association between student demographic characteristics and clinical placement experience was determined using t-test or ANOVA.Results: Most of the sampled students were Nurses (67 %) and in the third year of training (81%). More students received supervision from a nurse (57%) during clinical placement and team supervision (67%) was the most common during clinical placement. Nursing students were more likely to rate their clinical experience better than midwifery students (p=0.002). Students who had increased contact with private supervisors were also more likely to rate their experience higher (p=0.002). Clinical experience was also rated higher by students who received successful supervision compared to those who had unsuccessful or team supervision (p=0.001).Conclusion: Team supervision is high in health facilities where students undertake clinical placement in Ghana. Frequent contact with private supervisor and successful supervision are associated with better rating of clinical experience among Ghanaian undergraduate nursing and midwifery students.

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“…In another study conducted in Cyprus, the role of nursing teacher also achieved the highest score (Dimitriadou et al, 2015). Pedagogical atmosphere on the ward was the second least important sub-dimension in the current study (3.77 ± 0.70), a finding in line with that of another study conducted in Slovakia in which students ranked it as the least important sub-dimension (Gurková et al, 2016). A study conducted on internship nurses in Egypt found pedagogical atmosphere most important in terms of CLES+T score (81.7%) (Makhlof et al, 2017).…”

Section: Discussionsupporting

confidence: 90%

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

Khan¹,

Begum²,

Rehman³

et al. 2020

Cent Eur J Nurs Midw

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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.

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Factors influencing the effectiveness of clinical learning environment in nursing education

Cited by 19 publications

References 14 publications

Clinical learning environment of nursing and midwifery students in Ghana

Clinical learning environment of nursing and midwifery students in Ghana

Clinical learning environment of nursing and midwifery students in Ghana

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

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