Student nurse perceptions of supervision and clinical learning environment: a phenomenological research study

Vizcaya-Moreno, María Flores; Pérez-Cañaveras, Rosa M.; Jiménez‐Ruiz, Ismael; Juan, J. De

doi:10.6018/eglobal.17.3.276101

Cited by 26 publications

(26 citation statements)

References 37 publications

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“…Despite this, it has been reported that these occasions are rare and generally ignored, which compromises learning and the self‐confidence of the students (Arkan et al, 2018; Serçekus & Baskale, 2016). Unlike the results of the present study, in other studies the students carried out tasks which were not related to nursing (Nordquist et al, 2019; Vizcaya‐Moreno et al, 2018), or felt obligated to perform routine nursing tasks that were perceived by students as a waste of time (Aliafsari‐Mamaghani et al, 2018). These limitations, as well as other constraints such as poorly trained tutors, undertaking routine activities or tutors’ lack of time to teach, interferes with students’ learning potential (Kalyani et al, 2019; Nordquist et al, 2019).…”

Section: Discussioncontrasting

confidence: 92%

The connection of the clinical learning environment and supervision of nursing students with student satisfaction and future intention to work in clinical placement hospitals

Rodríguez-García

Gutiérrez-Puertas

Gámez

et al. 2021

Journal of Clinical Nursing

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Aims and objectives To analyse nursing students’ perceptions of the clinical learning environment and supervision and the connection between their satisfaction and intention of staying in their placement hospitals. Background Global nursing shortage necessitates strategies for the recruitment and retention of nurses. It is believed that nursing students’ clinical placement experiences can affect their learning outcomes, as well as influence their choice of future workplace. Design Cross‐sectional, correlational study. Methods One hundred and eighty nursing students participated in the study. The data were collected in person using The Clinical Learning Environment, Supervision and Nurse Teacher scale tool. Students’ satisfaction with the clinical learning environment and learning process was measured using a 4‐point Likert scale developed by the researchers. The STROBE checklist was used in this paper. Results Nursing students perceived a favourable clinical learning environment and supervision in the hospitals where they undertook clinical placements, recording high levels of satisfaction and high levels of intention to stay and work there. The clinical learning environment and supervision established positive correlations with student satisfaction. Conclusions This study promotes the development of knowledge and understanding of how student satisfaction and intention to stay and work in their placement hospitals relates to the quality of the clinical learning environment and supervision, which could be helpful to the management of healthcare facilities and faculties in improving nursing education and retention/recruitment strategies. Relevance to clinical practice Nursing students represent the future of the nursing workforce, so managers of healthcare facilities and faculties should move towards promoting a clinical learning and supervisory environment where supervisors, tutors and staff are aware of their commitment to student education and promote optimal learning and positive experiences in order for students to feel satisfied and motivated to work in their placement hospitals.

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Section: Discussioncontrasting

confidence: 92%

The connection of the clinical learning environment and supervision of nursing students with student satisfaction and future intention to work in clinical placement hospitals

Rodríguez-García

Gutiérrez-Puertas

Gámez

et al. 2021

Journal of Clinical Nursing

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“…The results of the current study is consistent with [18] who studied Nursing Students' Satisfaction with Clinical Learning Environment, and found that nursing students were found to be highly satisfied with the clinical learning environment and this was related to the level of motivation and the nursing care delivery by the effective cooperation between Placement Staff and Nurse Teacher, the supervisory relationship with the mentor in clinical practice by reducing the theory-practice gap.…”

Section: With Regard To Level Of Satisfaction Of Nursing Students On supporting

confidence: 89%

Nursing Students’ Satisfaction of the Clinical Learning Environment in Saudi Arabia

Alatawi

Domantay

ALatawi

et al. 2020

IJND

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Background: Nurses' clinical practice is of a huge importance as it making ready them to become eligible practitioners. Learning in the clinical practice is a important part in nursing education because of the fact that nursing profession chiefly based on practice. Clinical learning environments are the primary places to provide a quality clinical experience. The quality of clinical learning usually reflects the quality of the curriculum structure. Nursing students' satisfaction is an important part to make any reforms that aim to improve the learning effectiveness and the results within the clinical settings. Aim: To investigate Nursing students' satisfaction with the clinical learning environment. Method: This study used a quantitative research design. It was a correlational study conducted February to May 2019. The researchers identified the relationship between the nursing students' level of satisfaction of the Clinical Learning Environment (CLE) and their personal characteristics. Study participants were students of the Nursing Department from different levels, 3th, 4th and interns' students in University of Tabuk using questionnaire CLES +T scale Results: Nursing students were highly satisfied with the clinical learning environment and their satisfaction has been positively related to all clinical learning environment constructs namely the pedagogical atmosphere, the Ward Manager's leadership style, the premises of Nursing in the ward, the supervisory relationship (mentor) and the role of the Nurse Teacher. Most of the respondents belong to 3rd Year Level; female; and well distributed among the medical and surgical units. There is a very strong relationship between the satisfaction level of the Nursing Students and their profile. Conclusion: Supervision methods are a significant factor influencing student evaluation of their clinical placement environment. The study offers a valuable insight into the analysis of factors contributing to improvements in clinical learning environment and models of clinical or workplace training.

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“…Even though higher education institutions are responsible for providing nursing education, nurses who work as mentors in clinical practice have a pivotal role in fostering students' clinical learning (Directive 2013/55/EU; Warne et al, 2010). Clinical learning environments have an essential role in the development of students' professional competencies and identity (Pitkänen et al, 2018;Tomietto, 2018;Vizcaya-Moreno et al, 2018). Well-designed and organized clinical placements are important in ensuring that students receive appropriate support and learning experiences needed to develop their competence and knowledge, skills, and attitudes required in their future professional careers (Vizcaya-Moreno et al, 2018;Lovecchio et al, 2015).…”

Section: Introductionmentioning

confidence: 99%

Assessment of nursing students' competence in clinical practice: A systematic review of reviews

Immonen

Oikarainen

Tomietto

et al. 2019

International Journal of Nursing Studies

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142

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Student nurse perceptions of supervision and clinical learning environment: a phenomenological research study

Cited by 26 publications

References 37 publications

The connection of the clinical learning environment and supervision of nursing students with student satisfaction and future intention to work in clinical placement hospitals

The connection of the clinical learning environment and supervision of nursing students with student satisfaction and future intention to work in clinical placement hospitals

Nursing Students’ Satisfaction of the Clinical Learning Environment in Saudi Arabia

Assessment of nursing students' competence in clinical practice: A systematic review of reviews

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