Nursing students’ perceptions on clinical learning environment and mental health: a multicenter study

Abstract

Objective: this study aimed at evaluating the perceptions of Nursing students from public universities in three European Union countries on mental health and clinical learning environments, a topic that has been rarely investigated in the literature. Method: data collection took place using a demographic data form, the Clinical Learning Environment, Supervision and Nurse Teacher Scale, and the Mental Health Continuum Short Form. A total of 571 participants from Turkey, Lithuania and Portugal were included in the study. Results: there was a significant difference among the three groups regarding clinical learning environment and mental health status (p<.001). Supervision was the most valued element. The Portuguese students presented the highest mean in the Mental Health Continuum Short Form and Clinical Learning Environment, Supervision and Nurse Teacher Scale scores (p<.001). Age, gender and mental health were effective in the Clinical Learning Environment, Supervision and Nurse Teacher Scale scores. Conclusion: the results indicated that the Mental Health Continuum Short Form and Clinical Learning Environment, Supervision and Nurse Teacher Scale scores obtained by the Portuguese Nursing students were higher. It was also revealed that the students’ perceptions on the clinical learning environment were affected by age and gender, and that their perceptions on mental health were influenced by the Clinical Learning Environment, Supervision and Nurse Teacher scale scores.

Understanding Clinical Learning Quality Aspects in Mental Health Nursing Practice Course among Students: A Comprehensive Examination

“…Dissimilar to our findings, a pre/post-test survey administered to Australian pre-registration nursing students revealed significant improvements in mental health therapeutic engagement, mental health assessment skills, and mental health placement preparedness [ 29 ]. It is important to address this issue since clinical learning quality is a key influence on nursing students’ emotional well-being [ 3 ]. There is also a need for effective tutorial strategies since it is essential to enhance critical thinking and the accuracy of diagnostic reasoning among nursing students, and intensive clinical tutorials were found to be effective in improving diagnostic reasoning accuracy among nursing students [ 30 ].…”

“…Nursing students’ clinical learning quality may significantly influence their learning outcomes. A literature review underlines the multifaceted nature of quality clinical learning, which is impacted by various factors, including the nursing practice environment, clinical learning environment, and nursing students’ perceptions of their clinical learning experiences [ 1 , 2 , 3 , 4 , 5 , 6 , 7 ]. Furthermore, the quality of care in mental health units, which is an integral part of nursing education, is linked to the nursing practice environment [ 8 ].…”

“…A multicenter study found that students’ perceptions of their mental health were shaped by factors such as the clinical learning environment and nurse teachers’ clinical learning environment [ 3 ]. The quality of the learning environment encompasses satisfaction with the clinical learning experience, the perception of the setting as conducive to learning, and consideration of it as a desirable place for future nursing employment [ 9 ].…”