Pitkänen Salla, Kääriäinen Maria, Oikarainen Ashlee, Tuomikoski Anna-Maria, Elo Satu, Ruotsalainen Heidi, Saarikoski Mikko, Kärsämänoja Taina, Mikkonen Kristina
University of Oulu, Finland.
Research Unit of Nursing Science and Health Management, University of Oulu, Oulu, Finland; Medical Research Center Oulu, Oulu University Hospital and University of Oulu, Oulu, Finland.
Nurse Educ Today. 2018 Mar;62:143-149. doi: 10.1016/j.nedt.2018.01.005. Epub 2018 Jan 30.
The purpose of clinical placements and supervision is to promote the development of healthcare students´ professional skills. High-quality clinical learning environments and supervision were shown to have significant influence on healthcare students´ professional development.
This study aimed to describe healthcare students` evaluation of the clinical learning environment and supervision, and to identify the factors that affect these.
The study was performed as a cross-sectional study.
The data (n = 1973) were gathered through an online survey using the Clinical Learning Environment, Supervision and Nurse Teacher scale during the academic year 2015-2016 from all healthcare students (N = 2500) who completed their clinical placement at a certain university hospital in Finland. The data were analysed using descriptive statistics and binary logistic regression analysis.
More than half of the healthcare students had a named supervisor and supervision was completed as planned. The students evaluated the clinical learning environment and supervision as 'good'. The students´ readiness to recommend the unit to other students and the frequency of separate private unscheduled sessions with the supervisor were the main factors that affect healthcare students` evaluation of the clinical learning environment and supervision. Individualized and goal-oriented supervision in which the student had a named supervisor and where supervision was completed as planned in a positive environment that supported learning had a significant impact on student's learning.
The clinical learning environment and supervision support the development of future healthcare professionals' clinical competence. The supervisory relationship was shown to have a significant effect on the outcomes of students' experiences. We recommend the planning of educational programmes for supervisors of healthcare students for the enhancement of supervisors' pedagogical competencies in supervising students in the clinical practice.
临床实习和督导的目的是促进医学生专业技能的发展。高质量的临床学习环境和督导对医学生的专业发展具有重大影响。
本研究旨在描述医学生对临床学习环境和督导的评价，并确定影响这些评价的因素。
本研究采用横断面研究。
在2015 - 2016学年，通过在线调查，使用临床学习环境、督导和护士教师量表，从芬兰某大学医院完成临床实习的所有医学生（N = 2500）中收集数据（n = 1973）。使用描述性统计和二元逻辑回归分析对数据进行分析。
超过一半的医学生有指定的督导，且督导按计划完成。学生们将临床学习环境和督导评价为“良好”。学生向其他学生推荐该科室的意愿以及与督导单独进行非预定私人会面的频率是影响医学生对临床学习环境和督导评价的主要因素。在积极支持学习的环境中，学生有指定督导且督导按计划完成的个性化和目标导向型督导对学生的学习有显著影响。
临床学习环境和督导支持未来医疗专业人员临床能力的发展。督导关系对学生的实习结果有显著影响。我们建议为医学生的督导制定教育计划，以提高督导在临床实践中指导学生的教学能力。
