Karimi Mirzanezam Ali, Ghahramanian Akram, Ghafourifard Mansour, Davoodi Arefeh, Bagheriyeh Farzaneh, Hajieskandar Alireza
Student Research Committee, School of Nursing and Midwifery, Tabriz University of Medical Sciences, Tabriz, Iran.
Medical Education Research Center, Health Management and Safety Promotion Research Institute, Tabriz University of Medical Sciences, Tabriz, Iran.
BMC Med Educ. 2024 Dec 28;24(1):1543. doi: 10.1186/s12909-024-06562-0.
Academic adjustment significantly influences the progress of nursing students. Understanding clinical education environments can profoundly affect students' academic adjustment. This study aims to determine nursing students' perception of the clinical learning environment and its relationship to academic adjustment.
In a cross-sectional descriptive study conducted at the Tabriz School of Nursing and Midwifery in northwestern Iran, 230 undergraduate and postgraduate nursing students were randomly selected to participate. Data were collected using demographic questionnaires, the Baker and Siryk Academic Adjustment Questionnaire, and the Undergraduate Clinical Education Environment Measure (UCEEM). Uni- and satandard multi-variable linear regression analyses were employed for data analysis.
The mean academic adjustment score was 99.19 ± 10.66 out of 168, indicating a moderate level. The mean perception score of the clinical education environment was 81.73 ± 14.24 out of 125. Standard multiple regression analysis revealed that students' perception of the clinical education environment and their educational level were significant predictors of academic adjustment. Specifically, studying at the master's level and having a positive perception of the clinical education environment were associated with higher academic adjustment scores (with coefficients of 0.219 and 0.195, respectively). These two variables accounted for 14% of the variance in academic adjustment scores (p < 0.001).
Recognizing a positive clinical education environment plays a crucial role in nursing students' academic adjustment. Additional support may be necessary for undergraduate students. Educational administrators can enhance students' academic adjustment by fostering a supportive and positive learning environment.
学业适应对护理专业学生的进步有显著影响。了解临床教育环境会深刻影响学生的学业适应。本研究旨在确定护理专业学生对临床学习环境的认知及其与学业适应的关系。
在伊朗西北部大不里士护理与助产学校进行的一项横断面描述性研究中，随机选取230名本科和研究生护理专业学生参与。使用人口统计学问卷、贝克和西里克学业适应问卷以及本科临床教育环境量表（UCEEM）收集数据。采用单变量和标准多变量线性回归分析进行数据分析。
在满分168分中，学业适应平均得分为99.19±10.66，表明处于中等水平。在满分125分中，临床教育环境的平均认知得分为81.73±14.24。标准多元回归分析显示，学生对临床教育环境的认知及其教育水平是学业适应的重要预测因素。具体而言，攻读硕士学位以及对临床教育环境有积极认知与更高的学业适应得分相关（系数分别为0.219和0.195）。这两个变量解释了学业适应得分中14%的方差（p<0.001）。
认识到积极的临床教育环境在护理专业学生的学业适应中起着关键作用。本科生可能需要额外的支持。教育管理人员可以通过营造支持性和积极的学习环境来提高学生的学业适应能力。
