Medical students’ views of clinical environments

Roberts, Ruby; Cleland, Jennifer; Strand, Pia; Johnston, Peter

doi:10.1111/tct.12691

Cited by 14 publications

(20 citation statements)

References 8 publications

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“…Robert et al (2017) reported that obstetrics and gynecology wards obtained the lowest scores in terms of the clinical education environment. 41 Consistent with Abbasi et al, there was no significant difference in students' viewpoints based on marital status. 20 There was a significant relationship between the students' viewpoints on the internship ward and the days of attendance in the wards.…”

Section: Discussionsupporting

confidence: 82%

<p>Nursing and Midwifery Students’ Viewpoints of Clinical Learning Environment: A Cross-Sectional Study</p>

Sharifipour¹,

Heydarpour²,

Salari³

2020

AMEP

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Objective: To determine the viewpoints of nursing and midwifery students regarding the clinical learning environment and to identify the relationship between these viewpoints with some demographic characteristics of students. Methods: This cross-sectional study was carried out on nursing and midwifery students (n=119) in the educational hospitals affiliated to Kermanshah University of Medical Sciences from February to June 2017. The data-gathering tools were a demographics questionnaire and the standard undergraduate clinical education environment measure. This tool comprises two main scales of learning through experiencing and social participation, with four subscales of opportunities to learn in and through work and quality of supervision, preparedness for student entry, workplace interaction patterns and student inclusion, and equal treatment. The score ranged from 25 to 125 and the higher the score the higher the quality of the educational environment. The collected data were analyzed in "Statistical Package for the Social Sciences" (Version20). Results: The nursing and midwifery students' viewpoint of the clinical learning environment was suboptimal. There was a significant difference between the female and male students' viewpoints of the clinical learning environment (p=0.007). There was no significant difference between students' viewpoints of the clinical learning environment with marital status, employment, domicile, grade-point average, and number of days of internship. Nursing students had more positive viewpoints of the clinical learning environment than midwifery students (p=0.001). Conclusion:The results showed that the clinical learning environment was suboptimal based on the nursing and midwifery students' perspectives. Intervention to improve the clinical learning environment is recommended.

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Section: Discussionsupporting

confidence: 82%

<p>Nursing and Midwifery Students’ Viewpoints of Clinical Learning Environment: A Cross-Sectional Study</p>

Sharifipour¹,

Heydarpour²,

Salari³

2020

AMEP

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“…The clinical learning environment affects learning, learners' well-being, and satisfaction [8,9], thereby affecting learning ability, learning attitude, and career development [10]. Considering the significance of clinical practice in nursing and medical education, monitoring and improving the clinical learning environment is of great importance.…”

Section: Introductionmentioning

confidence: 99%

“…However, the measurement tools had limitations in measuring some critical educational phenomena since many of them lack a theoretical basis, consider the clinical learning environment as a mere educational arena, and fail to acknowledge that it is a workplace as well [9,15]. They mainly measured either learning conditions in clinical placement or learning environments and supervision [13,14].…”

Section: Introductionmentioning

confidence: 99%

Mediation effects of clinical practice stress between clinical education environment and satisfaction with clinical practice

2021

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The purpose of this study was to identify the possible correlations of 'satisfaction with clinical practice (SA)' with 'clinical learning environment (EN)' and 'clinical practice stress (ST).' We searched for the mediating effect of 'clinical practice stress' on 'satisfaction with clinical practice' when the clinical learning environment influences 'satisfaction with clinical practice.' Methods: This research investigated 208 medical and nursing students attending the school of medicine and nursing in Korea. The total number of nursing students was 135 (64.9%); 73 medical students participated (35.1%). We used the Korean-Undergraduate Clinical Education Environment in 24 questions for EN, ST scale in 24 questions, and SA scale in 10 questions. We performed measurement structural equation model analysis to identify a path of the model. Results: Medical students had significantly higher levels of ST. EN had a significant negative correlation with ST and a significant positive correlation with SA. The ST had a significant negative correlation with SA. The results of the goodness of fit index have fulfilled the criteria of goodness of fit. There was a significant mediating effect of ST on SA when EN influences SA. Conclusion: The clinical learning environment affected satisfaction with the clinical practice directly or indirectly mediated by clinical practice stress. Therefore, educational institutes should try to increase satisfaction with clinical practice by continuously monitoring and improving the clinical learning environment in addition to taking measures for decreasing the clinical practice stress.

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“…A s fourth-year medical students, we read with interest the study by Roberts et al on medical students' views of clinical learning environments (CLEs). 1 The authors assessed the quality of four CLEs at one British medical school using the four-factor Undergraduate Clinical Education Environment Measure.…”

mentioning

confidence: 99%

“…We note that emergency medicine was highly ranked in this domain. 1 In our experience, this particular team involves us effectively, allocating patients for us to clerk and prompting us to suggest management plans. Perhaps this is because encouraging students to carry out such tasks helps to share the workload in the hectic environment of the emergency room.…”

mentioning

confidence: 99%