Perception of and satisfaction with the clinical learning environment among nursing students

D’Souza, Melba Sheila; Karkada, Subrahmanya Nairy; Parahoo, Kader; Venkatesaperumal, Ramesh

doi:10.1016/j.nedt.2015.02.005

Cited by 117 publications

(110 citation statements)

References 22 publications

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“…In fact the quality of the clinical learning environment (CLE) is considered an important factor for determining the quality of clinical student experience [10], and [11]. Overall, many studies demonstrated the importance of CLE in students' nursing learning competency [12].…”

Section: Introductionmentioning

confidence: 99%

Relationship between Nursing Students’ Clinical Placement Satisfaction, Academic Self-Efficacy and Achievement

Sebaee¹,

Aziz²,

Mohamed³

2017

IOSR JNHS

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Section: Introductionmentioning

confidence: 99%

Relationship between Nursing Students’ Clinical Placement Satisfaction, Academic Self-Efficacy and Achievement

Sebaee¹,

Aziz²,

Mohamed³

2017

IOSR JNHS

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“…This is agreed with Moattari & Ramezani (26) who considered student satisfaction as one of the major components of the clinical education atmosphere. As well as D'Souza et al (7) found students informed their nurse teachers to provide a higher level of support and supervisory relationship as a source of their satisfaction of learning.…”

Section: Resultsmentioning

confidence: 95%

“….Clinical nursing education provides baccalaureate nursing students an opportunity to combine cognitive, psychomotor, and affective skills through a supportive clinical learning environment which is vital to maximize the learning outcomes of nursing students. Clinical nurse educators can incorporate student's engagement strategies in the clinical courses, implement and evaluate them for their effectiveness (7) .…”

Section: Discussionmentioning

confidence: 99%

“…Clinical courses in the nursing baccalaureate program comprise around 54% of the whole curriculum (6) .Clinical nursing education gives baccalaureate nursing students a chance to consolidate cognitive, psychomotor, and affective skills. For accomplishing this objective, clinical teaching is the cornerstone in nursing education, because approximately around half of the curriculum theory and half practice in the nursing program (7) .…”

Section: Introductionmentioning

confidence: 99%

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Effect of Nurse Educators Teaching Style on Learning of Baccalaureate Nursing Students in Clinical learning environment

2017

IJND

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Nursing education is often divided into two distinctive types of courses which are both important and provide different contributions to learning namely; theoretical and practical courses. Clinical courses in the nursing baccalaureate program consist about 54% of the whole curriculum and provides baccalaureate nursing students an opportunity to combine cognitive, psychomotor, and affective skills.Teaching styles are core to the teaching role of any educator in order to assist students in a learning situation to maximize their full potential to learn. Therefore, investigating the educational processes included a survey of the preferred teaching styles among the nurse education faculty based on the premise that quality teaching contributes to quality learning. Hence, the present study aims to investigate nursing students' perceptions of clinical nurse educators' teaching styles and their learning in clinical practice. A descriptive correctional study was used in carrying out this study. The study was conducted at Faculty of Nursing at King Khalid University, Saudi Arabia. All nursing students enrolled in the Faculty of Nursing from five levels of academic year, fourth, fifth, sixth, seventh, and eighth at the time of the study of the academic year 2015-2016 were included in the study (n= 196). Three tools were used for data collection namely; Clinical Nurse Educators Teaching Style Questionnaire, Students' Self-assessment Clinical Practice Scale, and Student Clinical Training Experience Satisfaction Scale. Based on the study findings of this study, it could be found clinical nurse educators teaching style was significantly correlated with students' self-assessment clinical practice and their learning satisfaction. Flexibility for personal development teaching style dimension not significantly correlated statistically with students' self-assessment clinical practice and their learning satisfaction. It was concluded that total mean of clinical nurse educator teaching style is 149.566 mean score which indicate they used student-centered approach in clinical learning environment and the student reported moderate satisfaction about learning. It is recommended to the learning in the clinical setting required knowledgeable and experienced clinical instructors with the ability to teach adult learners effectively and used learner-centered approach in clinical learning environment that had students' positive learning outcomes.

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“…[48]. Higher age, GPA and number of clinical courses were significant with satisfaction with clinical learning environments in Oman [35].…”

Section: Discussionmentioning

confidence: 99%

Effectiveness of Simulation among Undergraduate Students in the Critical Care Nursing

D’Souza¹,

Venkatesaperumal²,

S³

et al. 2017

Int Arch Nurs Health Care

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IntroductionNovice nursing students are trained to develop skills for delivering safe patient-centered holistic care in the undergraduate nursing. Entry of novice students in the higher levels of the undergraduate curriculum entails their adult clinical experience in the intensive care, high acuity, post-anesthetic and emergency settings. This clinical practice exposes the students to a variety of clinical conditions with unpredictable socio-cultural and psychosocial background [1]. With growing patient acuity and the complexity of care, higher standards of nursing and competencies are set for new graduates in the clinical settings. Nurse educators endeavor to promote students' critical thinking skills and confidence and are confronted with interactive technology for improving student centered learning [2,3].Simulations technology constructs real critical care scenarios for improving active participation, clinical reasoning, judgment, and acute decision making skills [4]. It provides hands-on practice and experiences in life-saving measures, resuscitation, cardiac arrest, casualty, disaster and emergency management to enhance understanding and learning. Simulation technology in teaching and science encourages interaction between Abstract Aim: This paper evaluates the effectiveness of simulation in critical care nursing among students in a public university. Methods:A single quasi-experimental design was used to evaluate the effectiveness of simulation compared to videos and High Fidelity Simulation (HFS). A convenience sample of 100 students in the critical care nursing course was selected in the year 2015-2016. Standardized simulation instruments were used to measure the knowledge, performance, self-satisfaction and self-confidence, educational practices and simulation design among students. ANOVA and t-test was used to analyze the findings.

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Perception of and satisfaction with the clinical learning environment among nursing students

Cited by 117 publications

References 22 publications

Relationship between Nursing Students’ Clinical Placement Satisfaction, Academic Self-Efficacy and Achievement

Relationship between Nursing Students’ Clinical Placement Satisfaction, Academic Self-Efficacy and Achievement

Effect of Nurse Educators Teaching Style on Learning of Baccalaureate Nursing Students in Clinical learning environment

Effectiveness of Simulation among Undergraduate Students in the Critical Care Nursing

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