Adam Alhassan Basour, Druye Andrew Adjei, Kumi-Kyereme Akwasi, Osman Wahab, Alhassan Afizu
Department of General Nursing, School of Nursing and Midwifery, University for Development Studies, Tamale, Ghana.
School of Nursing and Midwifery, University of Cape Coast, Cape Coast, Ghana.
Nurs Res Pract. 2021 Apr 14;2021:7258485. doi: 10.1155/2021/7258485. eCollection 2021.
The clinical learning environment and clinical rotation experience of students are integral to nursing curriculum and are a crucial component of nursing education which helps transform theoretical knowledge to clinical practical skills.
This study was aimed at assessing the role of the clinical learning environment on undergraduate nursing and midwifery students' satisfaction with their clinical rotation experience.
The study employed a quantitative cross-sectional survey design. Data was collected from a sample of 240 undergraduate nursing and midwifery students of the University for Development Studies, Tamale, Ghana, using a structured questionnaire. Ethical approval was obtained from the University of Cape Coast Ethics Review Board. Descriptive analysis was displayed as frequencies and percentages. Inferentially, Fisher's exact test, linear regression, and Spearman's correlation tests were used to test for and quantify associations between independent and dependent variables at ≤ 0.05.
The level of students' satisfaction with both clinical rotation experience and the clinical learning environment was high (65.6% and 63.5%, respectively). A statistically significant association of the students' satisfaction with their clinical rotation experience was found. There was a statistically significant relationship between the clinical learning environment ( (9, = 224) = 80.665, < 0.001), pedagogical atmosphere in the clinical area ( = 0.379, < 0.001), the leadership style of the ward manager ( = 0.340, < 0.001), the premises of nursing in the ward environment ( = 0.501, < 0.001), and the students' satisfaction with their clinical rotation experience.
These findings provide nurse educators and clinicians with meaningful understanding about areas to prioritise when planning clinical learning opportunities in such a way that skills learning and practice of nursing skills are successful and satisfactory for undergraduate student nurses and midwives.
学生的临床学习环境和临床轮转经历是护理课程的重要组成部分，也是护理教育的关键要素，有助于将理论知识转化为临床实践技能。
本研究旨在评估临床学习环境对本科护理和助产专业学生临床轮转经历满意度的作用。
本研究采用定量横断面调查设计。使用结构化问卷从加纳塔马利发展研究大学的240名本科护理和助产专业学生样本中收集数据。获得了开普海岸大学伦理审查委员会的伦理批准。描述性分析以频率和百分比表示。在统计学上，使用费舍尔精确检验、线性回归和斯皮尔曼相关性检验来检验和量化自变量和因变量之间的关联，显著性水平设定为≤0.05。
学生对临床轮转经历和临床学习环境的满意度水平较高（分别为65.6%和63.5%）。发现学生对临床轮转经历的满意度存在统计学上的显著关联。临床学习环境（χ²(9, n = 224) = 80.665, p < 0.001）、临床区域的教学氛围（r = 0.379, p < 0.001）、病房护士长的领导风格（r = 0.340, p < 0.001）、病房环境中的护理设施（r = 0.501, p < 0.001）与学生对临床轮转经历的满意度之间存在统计学上的显著关系。
这些研究结果为护理教育工作者和临床医生提供了有意义的见解，有助于他们在规划临床学习机会时确定优先考虑的领域，从而使本科护生和助产士的技能学习和护理技能实践取得成功并令人满意。
