Lam Wah Ee Nursing College, Penang, Malaysia.
Nurse Educ Pract. 2012 Jul;12(4):192-7. doi: 10.1016/j.nepr.2012.01.003. Epub 2012 Jan 25.
The aim of this exploratory study was to describe and compare student nurses (n=142), staff nurses (n=54) and nurse tutors (n=8) perceptions of the clinical learning environment (CLE), and to identify factors that enhanced or inhibited student learning. The setting was a private hospital in Penang, Malaysia. Data were collected using a structured, self-administered questionnaire that consisted of six a priori subscales. Principal component analysis supported a six factor solution and a reduction in the number of items from 44 to 34. Participants' overall perception of the CLE was positive, though there were significant differences in 5 of the 6 subscales between the three groups. For students and their tutors, the most positive component of the CLE was 'supervision by clinical instructors'. Staff nurses reported more favourably on the learner friendliness of the CLE than did students or tutors. Factors that enhanced student learning included students' and staff nurses' attitude towards student learning, variety of clinical opportunities, sufficient equipment, and adequate time to perform procedures. Factors that hindered student learning were: overload of students in the clinical unit, busy wards, and students being treated as workers.
本探索性研究旨在描述和比较护生（n=142）、在职护士（n=54）和护理教师（n=8）对临床学习环境（CLE）的看法，并确定促进或阻碍学生学习的因素。研究地点为马来西亚槟城的一家私立医院。研究数据通过一份结构合理的自我管理问卷收集，问卷由六个预先确定的分量表组成。主成分分析支持六因素解决方案，并将项目数量从 44 个减少到 34 个。参与者对 CLE 的整体看法是积极的，但在三个组之间的 6 个分量表中有 5 个存在显著差异。对于学生和他们的导师来说，CLE 中最积极的部分是“临床导师的监督”。在职护士对 CLE 的学习者友好性的评价比学生或导师更为积极。促进学生学习的因素包括学生和在职护士对学生学习的态度、临床机会的多样性、充足的设备以及执行程序的足够时间。阻碍学生学习的因素包括：临床科室学生过多、繁忙的病房以及学生被视为工人。
