Satisfaction with clinical practice among nursing students using regression models and qualitative comparative analysis

Abstract

Background: Clinical practices are considered fundamental in nursing studies for effective training of nurses and in students’ satisfaction. Both the clinical environment and the clinical educator are key factors in satisfaction with the clinical practice. The aim of this study was to analyse the influence of the socio-demographic variables of clinical educators and nursing students on satisfaction with the clinical practices.Methods: The study included 527 nursing students enrolled on the subject of clinical practice at a private university in Valencia, Spain. The age of the participants ranged from 19 to 51 years old, (M=24.4; SD=6.1) and 79% (451) were women. An instrument was used to measure satisfaction with the practices based on the following scales: Clinical Learning Environment (CLE-1995), Clinical Learning Environment and Supervision (CLES-2002), Clinical Learning Environment Inventory (CLEI-2003), Clinical Learning environment, supervision and nurse teacher (CLES+T - 2008) and the Clinical Assessment Instrument (IEC-2009). Two statistical methodologies were used for data analysis: hierarchical regression models (HRM) and fuzzy-set qualitative comparative analysis model (fsQCA).Results : The results indicate that sociodemographic variables such as sex and year group influence student satisfaction in both methodologies. Conclusions: Based on these results, training plans to improve students’ satisfaction with the clinical practice can be established.

The relationship between clinical placement duration and students' satisfaction with the quality of supervision and learning environment: A mediation analysis

“…The reciprocity of peer learning partnerships facilitates understanding of mentorship, creates a heightened sense of readiness for professional practice, and helps more experienced students gain confidence. Other factors related to the higher education of clinical training and that have been highlighted for their influence on the learning environment are preference in the choice of the clinical training placement, students' high mean score, hospital and public management (Fernández‐García et al, 2020), a small number of students supervised by the clinical educators (Fernández‐García et al, 2021), and mentorship continuity (Lee & Chiang, 2021). Thus, adequate organization of clinical training is a key element for improving learning outcomes and the satisfaction of nursing students (Bisholt et al, 2014; Payne, 2016).…”

“…A good learning environment not only increases students' satisfaction but also is positively related to higher competence in European countries (Kajander‐Unkuri et al, 2020). Previous studies have focused on students' perspectives on learning in clinical environments in both European contexts (Fernández‐García et al, 2021; Saukkoriipi et al, 2020) and non‐European contexts (Baraz et al, 2015), as well as supervisors' perspectives on students' learning in a clinical education ward (Manninen et al, 2015). Nevertheless, to our knowledge, there is no evidence on the optimum time a nursing student should remain in the different practice settings to achieve the required competencies or how this duration of the placement may be influenced by other variables.…”