Bisholt Birgitta, Ohlsson Ulla, Engström Agneta Kullén, Johansson Annelie Sundler, Gustafsson Margareta
Department of Health Sciences, Karlstad University, S-651 88 Karlstad, Sweden.
School of Health and Medical Sciences, Örebro University, Örebro, Sweden.
Nurse Educ Pract. 2014 May;14(3):304-10. doi: 10.1016/j.nepr.2013.11.005. Epub 2013 Dec 8.
Nursing students perform their clinical practice in different types of clinical settings. The clinical learning environment is important for students to be able to achieve desired learning outcomes. Knowledge is lacking about the learning environment in different clinical settings.
The aim was to compare the learning environment in different clinical settings from the perspective of the nursing students.
A cross-sectional study with comparative design was conducted.
Data was collected from 185 nursing students at three universities by means of a questionnaire involving the Clinical Learning Environment, Supervision and Nurse Teacher (CLES + T) evaluation scale. An open-ended question was added in order to ascertain reasons for dissatisfaction with the clinical placement.
The nursing students' satisfaction with the placement did not differ between clinical settings. However, those with clinical placement in hospital departments agreed more strongly that sufficient meaningful learning situations occurred and that learning situations were multi-dimensional. Some students reported that the character of the clinical setting made it difficult to achieve the learning objectives.
In the planning of the clinical placement, attention must be paid to whether the setting offers the student a meaningful learning situation where the appropriate learning outcome may be achieved.
护理专业学生在不同类型的临床环境中进行临床实习。临床学习环境对于学生实现预期学习成果至关重要。目前缺乏关于不同临床环境中学习环境的相关知识。
旨在从护理专业学生的角度比较不同临床环境中的学习环境。
采用具有比较设计的横断面研究。
通过一份涉及临床学习环境、监督和护士教师（CLES + T）评估量表的问卷，从三所大学的185名护理专业学生中收集数据。增加了一个开放式问题，以确定对临床实习不满意的原因。
护理专业学生对实习安排的满意度在不同临床环境之间没有差异。然而，在医院科室进行临床实习的学生更强烈地认同有足够多有意义的学习情境出现，并且学习情境是多维度的。一些学生报告说，临床环境的特点使得难以实现学习目标。
在临床实习安排的规划中，必须关注该环境是否能为学生提供一个有意义的学习情境，使学生能够实现适当的学习成果。
