Salamonson Yenna, Everett Bronwyn, Halcomb Elizabeth, Hutchinson Marie, Jackson Debra, Mannix Judy, Peters Kath, Weaver Roslyn
University of Western Sydney, Locked Bag 1797, Penrith, NSW 2751, Australia.
University of Wollongong, Northfields Avenue, Wollongong, NSW 2522, Australia; University of Western Sydney, Locked Bag 1797, Penrith, NSW 2751, Australia.
Nurse Educ Today. 2015 Jan;35(1):206-11. doi: 10.1016/j.nedt.2014.08.005. Epub 2014 Aug 23.
Clinical placement is an essential part of nursing education, and students' experiences on clinical placement can affect the quality of their learning. Understanding nursing students' positive and negative perceptions of clinical placement experience is therefore important.
To describe nursing students' satisfaction with their clinical placement experiences and identify any variations in satisfaction based on demographic characteristics.
Mixed methods - online survey with qualitative items.
Four universities in Australia.
Students (n=213) enrolled in an undergraduate nursing degree.
Between 2010 and 2012, students completed online surveys following their clinical placement experiences. The surveys included demographic questions and the Clinical Learning Environment Inventory (CLEI-19), a 19-item tool measuring students' satisfaction with clinical placement. The surveys included two open-ended questions asking students to share their most satisfying and challenging experiences whilst on placement. Descriptive statistics and thematic analyses were undertaken.
Of the 213 participants, those in health-related employment and those with English as an additional language (EAL) were less satisfied with the clinical facility and with clinical facilitator support respectively, as indicated by the CLEI-19 subscale scores. Qualitative findings showed students were positive about the opportunity to make a difference and be involved in nursing, and negative about clinical facilitator support. Nevertheless, those who were most critical in their written comments about their placement were those who only spoke English at home.
Although the study found overall satisfaction with clinical placement, the lower satisfaction reported by students in health-related employment, and the mixed findings regarding language spoken and satisfaction, warrant further attention.
临床实习是护理教育的重要组成部分，学生在临床实习中的经历会影响其学习质量。因此，了解护理专业学生对临床实习经历的积极和消极看法很重要。
描述护理专业学生对其临床实习经历的满意度，并根据人口统计学特征确定满意度的任何差异。
混合方法——带有定性项目的在线调查。
澳大利亚的四所大学。
攻读本科护理学位的学生（n = 213）。
在2010年至2012年期间，学生在完成临床实习后完成在线调查。调查包括人口统计学问题和临床学习环境量表（CLEI - 19），这是一个由19个项目组成的工具，用于测量学生对临床实习的满意度。调查包括两个开放式问题，要求学生分享他们在实习期间最满意和最具挑战性的经历。进行了描述性统计和主题分析。
在213名参与者中，根据CLEI - 19子量表得分，从事与健康相关工作的学生和以英语为第二语言（EAL）的学生分别对临床设施和临床指导教师的支持不太满意。定性研究结果表明，学生对有机会产生影响并参与护理工作持积极态度，而对临床指导教师的支持持消极态度。然而，在书面评论中对实习最挑剔的是那些在家只说英语的学生。
尽管该研究发现学生对临床实习总体满意，但从事与健康相关工作的学生报告的较低满意度，以及关于语言使用和满意度的混合研究结果，值得进一步关注。
