All Title Author
Keywords Abstract


Assessment of Clinical Learning Environment, Supervision (CLES) among Nursing Students, Hyderabad, Sindh, Pakistan

DOI: 10.4236/ojn.2019.94037, PP. 408-417

Keywords: Clinical Placement, Nursing Education, Supervisor, Clinical Environment

Full-Text   Cite this paper   Add to My Lib

Abstract:

Background: In nursing education for better teaching and essential professional skills, the clinical practice plays a substantial role. Practice at clinical settings permits students to convert theoretic knowledge into the knowledge of the skills mandatory for the care of the patient. Clinical learning environment (CLE) is an important part in education of nursing and has a sizable influence on the students’ learning. Objective: The purpose of this study is to examine perception and satisfaction of nursing students with their CLEs in Hyderabad, Pakistan. Methods: This cross-sectional study was conducted at three nursing institutes of Hyderabad from December 2018 to January 2019 among 342 nursing students. Clinical Learning Environment, Supervision and Nurse Teacher (CLES + T) assessment tool was used as the instrument to identify the students’ perception about the learning environment in clinical setting. Results: The mean age of the participants was 25.6 ± 4.93 with majority of them male (70.7%). Three domains, pedagogical atmosphere, supervisory relationship and nurse teacher role in clinical practice showed good reliability of more than 70%. Highest domains vise mean score was obtained for nursing premises on the ward (3.315) whereas lowest for nurse teacher role in clinical practice (NT) (3.062). Analysis of variance revealed that three domains supervisory relationship, leadership style of the ward manager and premises of nursing showed significant mean score difference among supervisor title. Conclusion: It was found that students valued positive supervision, ward manager leadership style premises of nursing on the ward as positive CLE. Learning environment varies between gender, clinical settings and supervision. Medicine ward appeared to deliver the finest learning situations for the nursing program.

References

[1]  Henriksen, N., Normann, H.K. and Skaalvik, M.W. (2012) Development and Testing of the Norwegian Version of the Clinical Learning Environment, Supervision and Nurse Teacher (CLES+T) Evaluation Scale. International Journal of Nursing Education Scholarship, 9.
https://doi.org/10.1515/1548-923X.2239
[2]  Nepal, B., Taketomi, K., Ito, Y.M., Kohanawa, M., Kawabata, H., Tanaka, M., et al. (2016) Nepalese Undergraduate Nursing Students’ Perceptions of the Clinical Learning Environment, Supervision and Nurse Teachers: A Questionnaire Survey. Nurse Education Today, 39, 181-188.
https://doi.org/10.1016/j.nedt.2016.01.006
[3]  Hooven, K. (2014) Evaluation of Instruments Developed to Measure the Clinical Learning Environment: An Integrative Review. Nurse Educator, 39, 316-320.
https://doi.org/10.1097/NNE.0000000000000076
[4]  Dunn, S.V. (1995) The Development of a Clinical Learning Environment Scale. Journal of Advanced Nursing, 22, 1166-1173.
https://doi.org/10.1111/j.1365-2648.1995.tb03119.x
[5]  Papp, I., Markkanen, M. and von Bonsdorff, M. (2003) Clinical Environment as a Learning Environment: Student Nurses’ Perceptions Concerning Clinical Learning Experiences. Nurse Education Today, 23, 262-268.
https://doi.org/10.1016/S0260-6917(02)00185-5
[6]  ABA (2003) Guidelines on the Key Points That May Be Considered When Developing a Quality Clinical Learning Environment. 3634.
[7]  Saarikoski, M. and Leino-Kilpi, H. (2002) The Clinical Learning Environment and Supervision by Staff Nurses: Developing the Instrument. International Journal of Nursing Studies, 39, 259-267.
https://doi.org/10.1016/S0020-7489(01)00031-1
[8]  Bisholt, B. (2009) The Professional Socialisation of Newly Graduated Nurses Experiences of an Introduction Programme. Dissertation, The Sahlgrenska Academy Institute of Health and Care Sciences.
[9]  Johansson, U.B., Kaila, P., Ahlner-Elmqvist, M., Leksell, J., Isoaho, H. and Saarikoski, M. (2010) Clinical Learning Environment, Supervision and Nurse Teacher Evaluation Scale: Psychometric Evaluation of the Swedish Version. Journal of Advanced Nursing, 66, 2085-2093.
[10]  Maben, J., Latter, S. and Clark, J.M. (2006) The Theory-Practice Gap: Impact of Professional-Bureaucratic Work Conflict on Newly-Qualified Nurses. Journal of Advanced Nursing, 55, 465-477.
https://doi.org/10.1111/j.1365-2648.2006.03939.x
[11]  Bisholt, B., Ohlsson, U., Engström, A.K., Johansson, A.S. and Gustafsson, M. (2014) Nursing Students’ Assessment of the Learning Environment in Different Clinical Settings. Nurse Education in Practice, 14, 304-310.
https://doi.org/10.1016/j.nepr.2013.11.005
[12]  Skaalvik, M.W., Normann, H.K. and Henriksen, N. (2011) Clinical Learning Environment and Supervision: Experiences of Norwegian Nursing Students—A Questionnaire Survey. Journal of Clinical Nursing, 20, 2294-2304.
https://doi.org/10.1111/j.1365-2702.2011.03727.x
[13]  Saarikoski, M., Warne, T., Kaila, P. and Leino-Kilpi, H. (2009) The Role of the Nurse Teacher in Clinical Practice: An Empirical Study of Finnish Student Nurse Experiences. Nurse Education Today, 29, 595-600.
https://doi.org/10.1016/j.nedt.2009.01.005
[14]  Antohe, I., Riklikiene, O., Tichelaar, E. and Saarikoski, M. (2016) Clinical Education and Training of Student Nurses in Four Moderately New European Union Countries: Assessment of Students’ Satisfaction with the Learning Environment. Nurse Education in Practice, 17, 139-144.
https://doi.org/10.1016/j.nepr.2015.12.005
[15]  Murphy, F., Rosser, M., Bevan, R., Warner, G. and Jordan, S. (2012) Nursing Students’ Experiences and Preferences Regarding Hospital and Community Placements. Nurse Education in Practice, 12, 1.

Full-Text

comments powered by Disqus