Tesfaye Birhanu, Birhanu Adamu, Darega Jiregna, Walda Samuel Abate, Tura Meseret Robi
Department of Nursing, College of Medicine and Health Sciences, Ambo University, Ethiopia.
Department of Psychiatry, College of Medicine and Health Sciences, Ambo University, Ethiopia.
PLoS One. 2025 Jun 27;20(6):e0314240. doi: 10.1371/journal.pone.0314240. eCollection 2025.
Students' satisfaction with clinical learning environment is a vital to evaluate teaching-learning process. However, there is a scarcity of information regarding the nursing students' satisfaction with clinical learning environment and associated factors in Ethiopia. The purpose of this study was aimed to assess level of satisfaction to clinical learning environment and its associated factors among nursing students of public universities in Central Ethiopia, 2022.
MÉTHODES: An institution based cross-sectional study was conducted among 245 undergraduate nursing students found in Universities of central Ethiopia from September 1-30, 2022. A simple random sampling technique was applied to recruit study participants. Data were collected via pretested self-administered questionnaire. The data were entered into Epi data version 3.1 and exported to SPSS version 25 for analysis. Descriptive statistics like frequency, percentage, median and IQR were computed. Binary and multivariable logistic regression analysis was done. For measuring the strength of the association between the outcome and independent variables, adjusted odds ratios (AOR) along with 95% confidence interval (CI) was used. Finally, statistical significance was declared at p-value <0.05.
In this study, nearly half of nursing students, 49% [95% CI (42.6-55.4)] were satisfied with clinical learning environment. Students who did met their clinical learning outcome [AOR = 2.742 (95%CI: 1.407-5.343)], Students those who met 3 times per week with clinical preceptors [AOR: 2.829 (95% CI: 1.428-5.602)] and students who perceived inadequate supporting staffs [(AOR: 0.136 (95%CI: (0.073-0.254)] were associated factors.
Meeting clinical learning outcome, students' perception of staff supports and having a frequent contact of supervisor were an association with satisfaction statistically.
学生对临床学习环境的满意度对于评估教学过程至关重要。然而，在埃塞俄比亚，关于护理专业学生对临床学习环境的满意度及其相关因素的信息匮乏。本研究旨在评估2022年埃塞俄比亚中部公立大学护理专业学生对临床学习环境的满意度水平及其相关因素。
2022年9月1日至30日，在埃塞俄比亚中部大学的245名本科护理专业学生中开展了一项基于机构的横断面研究。采用简单随机抽样技术招募研究参与者。通过预先测试的自填式问卷收集数据。数据录入Epi data 3.1版本，并导出到SPSS 25版本进行分析。计算了频率、百分比、中位数和四分位距等描述性统计量。进行了二元和多变量逻辑回归分析。为了衡量结果与自变量之间的关联强度，使用了调整后的优势比（AOR）以及95%置信区间（CI）。最后，p值<0.05时宣布具有统计学意义。
在本研究中，近一半的护理专业学生，即49%[95%CI（42.6 - 55.4）]对临床学习环境感到满意。达到临床学习成果的学生[AOR = 2.742（95%CI：1.407 - 5.343）]、每周与临床带教老师见面3次的学生[AOR：2.829（95%CI：1.428 - 5.602）]以及认为支持人员不足的学生[（AOR：0.136（95%CI：（0.073 - 0.254）]是相关因素。
达到临床学习成果、学生对人员支持的感知以及与带教老师的频繁接触在统计学上与满意度相关。
