Arab American University Palestine, Jenin City, Palestine.
Inquiry. 2024 Jan-Dec;61:469580241273101. doi: 10.1177/00469580241273101.
Clinical learning environment play a vital role in bridging theory with practice, equipping nursing students with essential skills for patient care and support their smooth transition into the nursing workforce. To assess Palestinian nursing students' perceptions of clinical learning environment and supervision. A total of 308 undergraduate nursing students were conveniently recruited from Arab American University-Palestine for this descriptive cross-sectional study. Data collection utilized the Arabic version of the Clinical Learning Environment and Supervision plus Nurse Teacher scale. In general, nursing students expressed positive perceptions regarding their clinical learning environment ( = 130.56 ± 21.03), with the "supervisory relationship" and "role of nurse teacher" scoring highest ( = 3.85 ± 0.82 each). Conversely, the lowest rating was observed for "leadership style of the ward manager" ( = 3.8 ± 0.84). Fourth-year students and those trained in public hospitals showed significantly more positive perceptions ( < .001). Furthermore, students with higher professional satisfaction had more positive perceptions of the clinical learning environment ( < .001). The positive perceptions of Palestinian nursing students underscore the importance of the supervisory relationship and nurse teacher. However, finding suggest an area for improvement in the leadership style of the ward manager, emphasizing the necessity for strengthened partnership between nursing faculties and healthcare facilities. These insights expand our understanding of student perceptions and stress the importance of addressing these concerns to adequately prepare students for professional practice.
临床学习环境在理论与实践之间架起了桥梁，为护理学生提供了患者护理的基本技能，并支持他们顺利过渡到护理劳动力队伍。评估巴勒斯坦护理学生对临床学习环境和监督的看法。本描述性横断面研究方便地招募了来自巴勒斯坦阿拉伯美国大学的 308 名本科护理学生。数据收集利用了临床学习环境和监督加护士教师量表的阿拉伯语版本。总的来说，护理学生对他们的临床学习环境表示出积极的看法（=130.56±21.03），“监督关系”和“护士教师的角色”得分最高（=3.85±0.82 每个）。相反，对“病房经理的领导风格”的评价最低（=3.8±0.84）。四年级学生和在公立医院接受培训的学生表现出更积极的看法（<.001）。此外，专业满意度较高的学生对临床学习环境的看法更为积极（<.001）。巴勒斯坦护理学生的积极看法强调了监督关系和护士教师的重要性。然而，研究结果表明，病房经理的领导风格需要改进，强调需要加强护理学院和医疗机构之间的伙伴关系。这些见解扩展了我们对学生看法的理解，并强调了必须解决这些问题，以使学生为专业实践做好充分准备。
