Al-Daken Laila, Lazarus Eilean R, Al Sabei Sulaiman D, Alharrasi Maryam, Al Qadire Mohammad
College of Nursing, Sultan Qaboos University, Muscat, Oman.
Adult Health Department, Faculty of Nursing, Al Al-Bayt University, Mafraq, Jordan.
SAGE Open Nurs. 2024 Mar 20;10:23779608241233146. doi: 10.1177/23779608241233146. eCollection 2024 Jan-Dec.
The transition of nursing education from traditional methods to more advanced approaches is crucial for adequately preparing students to deliver competent care in tertiary care centers. Moreover, clinical faculty in nursing plays a key role in guiding nursing students through their clinical training in various healthcare settings.
This study aims to describe the perceptions of undergraduate nursing students regarding the effectiveness of the learning environment and clinical teaching in clinical areas across various countries.
The study, conducted using a descriptive, cross-sectional research design, gathered data from 215 nursing students using the Clinical Learning Environment Inventory and Clinical Teaching Effectiveness Instrument. Data analysis included frequencies, percentages, mean, standard deviation, -tests, analysis of variance, and correlation assessments to comprehend the impact of clinical teaching and learning environments.
Nursing students' perceptions of the clinical learning environment produced mean scores between 2.03 and 3.38 on a scale from 1 to 4, resulting in an overall mean score of 2.72 across 42 items. This indicates a general satisfaction with their clinical learning experiences. Regarding effective clinical teaching, the mean student responses varied from 3.02 to 3.40 out of a possible 5 points, with a total mean of 3.22. The study revealed notable correlations in the context of effective clinical teaching, particularly with demographic variables and the clinical learning environment. Specifically, a significant correlation with age ( = .177, = .009) and the clinical learning environment ( = .572, < .001) was identified.
The study concludes that students expressed overall satisfaction with their clinical learning experiences. They recognized the importance of participating in clinical training, fulfilling clinical responsibilities for assigned patients, exerting extra effort for learning, receiving support from preceptors in clinical settings, and being attentive to communications from staff. The collaboration between clinical preceptors and academic nursing lecturers is crucial in providing a positive learning environment for students to complete clinical tasks effectively.
护理教育从传统方法向更先进方法的转变对于充分培养学生在三级护理中心提供胜任护理服务的能力至关重要。此外，护理临床教师在指导护理专业学生在各种医疗环境中进行临床培训方面发挥着关键作用。
本研究旨在描述各国本科护理专业学生对临床领域学习环境和临床教学效果的看法。
该研究采用描述性横断面研究设计，使用临床学习环境量表和临床教学效果工具从215名护理专业学生中收集数据。数据分析包括频率、百分比、均值、标准差、t检验、方差分析和相关性评估，以了解临床教学和学习环境的影响。
护理专业学生对临床学习环境的看法在1至4分的量表上产生的平均分数在2.03至3.38之间，42个项目的总体平均分数为2.72。这表明他们对临床学习经历总体满意。关于有效的临床教学，学生的平均反应在可能的5分中从3.02到3.40不等，总平均分为3.22。该研究揭示了在有效临床教学背景下的显著相关性，特别是与人口统计学变量和临床学习环境的相关性。具体而言，发现与年龄（r = 0.177，p = 0.009）和临床学习环境（r = 0.572，p < 0.001）存在显著相关性。
该研究得出结论，学生对他们的临床学习经历总体表示满意。他们认识到参与临床培训、履行对指定患者的临床责任、为学习付出额外努力、在临床环境中获得带教老师的支持以及关注工作人员的沟通的重要性。临床带教老师和护理学术讲师之间的合作对于为学生提供积极的学习环境以有效完成临床任务至关重要。
