Sharifipour Forozan, Heydarpour Sousan, Salari Nader
Department of Midwifery, Faculty of Nursing and Midwifery, Kermanshah University of Medical Sciences, Kermanshah, Iran.
Department of Reproductive Health, Faculty of Nursing and Midwifery, Kermanshah University of Medical Sciences, Kermanshah, Iran.
Adv Med Educ Pract. 2020 Jun 30;11:447-454. doi: 10.2147/AMEP.S253782. eCollection 2020.
To determine the viewpoints of nursing and midwifery students regarding the clinical learning environment and to identify the relationship between these viewpoints with some demographic characteristics of students.
This cross-sectional study was carried out on nursing and midwifery students (n=119) in the educational hospitals affiliated to Kermanshah University of Medical Sciences from February to June 2017. The data-gathering tools were a demographics questionnaire and the standard undergraduate clinical education environment measure. This tool comprises two main scales of learning through experiencing and social participation, with four subscales of opportunities to learn in and through work and quality of supervision, preparedness for student entry, workplace interaction patterns and student inclusion, and equal treatment. The score ranged from 25 to 125 and the higher the score the higher the quality of the educational environment. The collected data were analyzed in "Statistical Package for the Social Sciences" (Version20).
The nursing and midwifery students' viewpoint of the clinical learning environment was suboptimal. There was a significant difference between the female and male students' viewpoints of the clinical learning environment (=0.007). There was no significant difference between students' viewpoints of the clinical learning environment with marital status, employment, domicile, grade-point average, and number of days of internship. Nursing students had more positive viewpoints of the clinical learning environment than midwifery students (=0.001).
The results showed that the clinical learning environment was suboptimal based on the nursing and midwifery students' perspectives. Intervention to improve the clinical learning environment is recommended.
确定护理和助产专业学生对临床学习环境的看法，并确定这些看法与学生的一些人口统计学特征之间的关系。
2017年2月至6月，对克尔曼沙赫医科大学附属教学医院的护理和助产专业学生（n = 119）进行了这项横断面研究。数据收集工具包括一份人口统计学问卷和标准的本科临床教育环境测量工具。该工具包括通过体验学习和社会参与两个主要量表，以及在工作中及通过工作学习的机会、监督质量、学生入学准备情况、工作场所互动模式和学生融入情况以及平等待遇四个子量表。得分范围为25至125分，得分越高，教育环境质量越高。收集的数据在“社会科学统计软件包”（版本20）中进行分析。
护理和助产专业学生对临床学习环境的看法不太理想。男女学生对临床学习环境的看法存在显著差异（=0.007）。学生对临床学习环境的看法与婚姻状况、就业情况、住所、平均绩点和实习天数之间没有显著差异。护理专业学生对临床学习环境的看法比助产专业学生更积极（=0.001）。
结果表明，从护理和助产专业学生的角度来看，临床学习环境不太理想。建议采取干预措施改善临床学习环境。
