Global Research on Wellbeing (GRoW) Research Group, Blanquerna School of Health Sciences, Universitat Ramon Llull, Padilla, 326-332, 08025 Barcelona, Spain.
Unitat Docent Multiprofessional Atenció Familiar i Comunitària Costa Ponent, Bellaterra, 41, 08908 Barcelona, Spain.
Int J Environ Res Public Health. 2023 Mar 3;20(5):4500. doi: 10.3390/ijerph20054500.
The clinical learning environment, which includes the culture of clinical units, the mentoring process, and the different health organizations, influences the learning process of nursing students. However, scarce literature has been published on the impact of the clinical learning environment on first-year nursing students in long-term care. We aimed to assess first-year nursing students 'preferred' and 'actual' clinical learning environments when conducting their first placements in nursing homes within an innovative placement model that comprised the active participation of academic mentors. The validated Spanish version of the Clinical Learning Environment Inventory (CLEI) instrument was used in our study, and 99 first-year nursing students participated. The highest mean scores for the CLEI-Actual were found for the Satisfaction (22.7) and Involvement scales (19.09). The lowest mean scores were found for the Personalization (17) and Individualization (17.27) scales. The multiple correlation (R) between the Satisfaction and the other CLEI scales was 0.61 ( > 0.001), which means that in this study the association between student satisfaction and their perception of the clinical learning environment was strong. First-year students conducting their first clinical placements in nursing homes can have a positive learning experience considering a well-designed and organized pedagogical strategy, including constant support and feedback from academic and clinical mentors.
临床学习环境包括临床单位的文化、指导过程和不同的卫生组织，会影响护理学生的学习过程。然而，关于临床学习环境对长期护理中一年级护理学生的影响，文献报道甚少。我们旨在评估一年级护理学生在参与学术导师积极参与的创新实习模式下，在养老院进行第一次实习时的“偏好”和“实际”临床学习环境。我们的研究使用了经过验证的西班牙版临床学习环境量表（CLEI），共有 99 名一年级护理学生参与。CLEI-Actual 的最高平均分数出现在满意度（22.7）和参与度（19.09）量表上。最低的平均分数出现在个性化（17）和个体化（17.27）量表上。满意度和其他 CLEI 量表之间的多元相关系数（R）为 0.61（>0.001），这意味着在这项研究中，学生满意度与他们对临床学习环境的感知之间存在很强的关联。考虑到精心设计和组织的教学策略，包括学术和临床导师的持续支持和反馈，在养老院进行第一次临床实习的一年级学生可以获得积极的学习体验。
