Baba Nurul N H, Govindan Subhashini N, Ghani Basirah A, Shet Duangta, Pek Y S
Department of Nursing, Faculty of Medicine, Royal College of Medicine Perak, Universiti Kuala Lumpur, Ipoh, Malaysia.
J Educ Health Promot. 2024 Oct 28;13:394. doi: 10.4103/jehp.jehp_1707_23. eCollection 2024.
Nursing education covers pathophysiology, nursing procedures, and compassionate care. Nursing students can apply theory and develop skills in the real world by participating in a supportive learning environment. For nursing students to effectively apply what they have learned in the classroom, they need a supportive clinical learning environment. However, some difficulties and impediments may prevent them from learning and having excellent clinical placement experiences. This study aims to identify factors affecting nursing students' clinical experience during clinical placement.
The respondents in this descriptive cross-sectional study were at Universiti Kuala Lumpur (RCMP) Diploma in Nursing students in Ipoh, Perak, who had more than two clinical placements at a public hospital. The time frame of the study was 6 months. Sociodemographic information and elements affecting clinical practice, such as perceptions of clinical experience, hospital settings, and clinical instructor aspects, were obtained by a self-administered questionnaire. A descriptive analysis and the Kruskal-Wallis test were used to obtain the study's outcome.
Although the clinical placement demonstrated possibilities for learning, research has shown that the absence of instructors, equipment, and nursing staff has a negative impact on students' experiences. The study also discovered a substantial correlation between a student's semester and their clinical experience and between the clinical environment and the contributions of clinical instructors with < 0.05.
In conclusion, the study semester, clinical experience, clinical ambient characteristics, and instructors' contributions are strongly correlated. It suggests boosting academic-clinical collaboration, interprofessional collaboration, and student clinical experiences.
护理教育涵盖病理生理学、护理程序和人文关怀护理。护理专业学生可以通过参与支持性学习环境，将理论应用于实际并培养技能。为了使护理专业学生有效地应用课堂所学知识，他们需要一个支持性的临床学习环境。然而，一些困难和障碍可能会阻碍他们学习并获得出色的临床实习体验。本研究旨在确定影响护理专业学生临床实习期间临床体验的因素。
本描述性横断面研究的受访者是马来西亚吉隆坡大学（皇家护理学院）霹雳州怡保分校护理专业文凭课程的学生，他们在一家公立医院有过两次以上的临床实习经历。研究时间框架为6个月。通过自填式问卷获取社会人口统计学信息以及影响临床实践的因素，如对临床体验的看法、医院环境和临床带教老师方面的情况。采用描述性分析和克鲁斯卡尔 - 沃利斯检验得出研究结果。
尽管临床实习展现出学习的可能性，但研究表明，带教老师、设备和护理人员的短缺会对学生的体验产生负面影响。该研究还发现，学生的学期与他们的临床体验之间以及临床环境与临床带教老师的贡献之间存在显著相关性（P < 0.05）。
总之，研究学期、临床体验、临床环境特征和带教老师的贡献密切相关。这表明需要加强学术 - 临床合作、跨专业合作以及学生的临床体验。
