Perception of and satisfaction with the clinical learning environment among nursing students

Melba Sheila D'Souza, Subrahmanya Nairy Karkada, Kader Parahoo, Ramesh Venkatesaperumal

Research output: Contribution to journalArticle

18 Citations (Scopus)

Abstract

Background: Clinical nursing education provides baccalaureate nursing students an opportunity to combine cognitive, psychomotor, and affective skills in the Middle East. Objective: The aim of the paper is to assess the satisfaction with and effectiveness of the clinical learning environment among nursing students in Oman. Design: A cross-sectional descriptive design was used. Setting and Participants: A convenience sample consisting of 310 undergraduate nursing students was selected in a public school of nursing in Oman. Methods: Ethical approval was obtained from the Research and Ethics Committee, College of Nursing in 2011. A standardized, structured, validated and reliable Clinical Learning Environment Supervision Teacher Evaluation instrument was used. Informed consent was obtained from all the students. Data was analyzed with ANOVA and structural equation modeling. Results: Satisfaction with the clinical learning environment (CLE) sub-dimensions was highly significant and had a positive relationship with the total clinical learning environment. In the path model 35% of its total variance of satisfaction with CLE is accounted by leadership style, clinical nurse commitment (variance=28%), and patient relationships (R2=27%). Higher age, GPA and completion of a number of clinical courses were significant in the satisfaction with the CLE among these students. Conclusions: Nurse educators can improvise clinical learning placements focusing on leadership style, premises of learning and nursing care, nurse teacher, and supervision while integrating student, teacher and environmental factors. Hence the clinical learning environment is integral to students' learning and valuable in providing educational experiences. Relevance to Practice: The CLE model provides information to nurse educators regarding best clinical practices for improving the CLE for BSN students.

Original languageEnglish
Pages (from-to)833-840
Number of pages8
JournalNurse Education Today
Volume35
Issue number6
DOIs
Publication statusPublished - Jun 1 2015

Fingerprint

Nursing Students
learning environment
nursing
Learning
student
nurse
Students
Oman
Nurses
supervision
educator
leadership
learning
Baccalaureate Nursing Education
teacher
School Nursing
Middle East
student teacher
environmental factors
Research Ethics Committees

Keywords

  • Baccalaureate nursing
  • Clinical learning environment
  • Clinical placement
  • Nursing education
  • Structural equation modeling
  • Student satisfaction
  • Supervision
  • Teaching

ASJC Scopus subject areas

  • Nursing(all)
  • Education

Cite this

Perception of and satisfaction with the clinical learning environment among nursing students. / D'Souza, Melba Sheila; Karkada, Subrahmanya Nairy; Parahoo, Kader; Venkatesaperumal, Ramesh.

In: Nurse Education Today, Vol. 35, No. 6, 01.06.2015, p. 833-840.

Research output: Contribution to journalArticle

D'Souza, Melba Sheila ; Karkada, Subrahmanya Nairy ; Parahoo, Kader ; Venkatesaperumal, Ramesh. / Perception of and satisfaction with the clinical learning environment among nursing students. In: Nurse Education Today. 2015 ; Vol. 35, No. 6. pp. 833-840.
@article{b0b957b106e946679dab55abef6fbf23,
title = "Perception of and satisfaction with the clinical learning environment among nursing students",
abstract = "Background: Clinical nursing education provides baccalaureate nursing students an opportunity to combine cognitive, psychomotor, and affective skills in the Middle East. Objective: The aim of the paper is to assess the satisfaction with and effectiveness of the clinical learning environment among nursing students in Oman. Design: A cross-sectional descriptive design was used. Setting and Participants: A convenience sample consisting of 310 undergraduate nursing students was selected in a public school of nursing in Oman. Methods: Ethical approval was obtained from the Research and Ethics Committee, College of Nursing in 2011. A standardized, structured, validated and reliable Clinical Learning Environment Supervision Teacher Evaluation instrument was used. Informed consent was obtained from all the students. Data was analyzed with ANOVA and structural equation modeling. Results: Satisfaction with the clinical learning environment (CLE) sub-dimensions was highly significant and had a positive relationship with the total clinical learning environment. In the path model 35{\%} of its total variance of satisfaction with CLE is accounted by leadership style, clinical nurse commitment (variance=28{\%}), and patient relationships (R2=27{\%}). Higher age, GPA and completion of a number of clinical courses were significant in the satisfaction with the CLE among these students. Conclusions: Nurse educators can improvise clinical learning placements focusing on leadership style, premises of learning and nursing care, nurse teacher, and supervision while integrating student, teacher and environmental factors. Hence the clinical learning environment is integral to students' learning and valuable in providing educational experiences. Relevance to Practice: The CLE model provides information to nurse educators regarding best clinical practices for improving the CLE for BSN students.",
keywords = "Baccalaureate nursing, Clinical learning environment, Clinical placement, Nursing education, Structural equation modeling, Student satisfaction, Supervision, Teaching",
author = "D'Souza, {Melba Sheila} and Karkada, {Subrahmanya Nairy} and Kader Parahoo and Ramesh Venkatesaperumal",
year = "2015",
month = "6",
day = "1",
doi = "10.1016/j.nedt.2015.02.005",
language = "English",
volume = "35",
pages = "833--840",
journal = "Nurse Education Today",
issn = "0260-6917",
publisher = "Churchill Livingstone",
number = "6",

}

TY - JOUR

T1 - Perception of and satisfaction with the clinical learning environment among nursing students

AU - D'Souza, Melba Sheila

AU - Karkada, Subrahmanya Nairy

AU - Parahoo, Kader

AU - Venkatesaperumal, Ramesh

PY - 2015/6/1

Y1 - 2015/6/1

N2 - Background: Clinical nursing education provides baccalaureate nursing students an opportunity to combine cognitive, psychomotor, and affective skills in the Middle East. Objective: The aim of the paper is to assess the satisfaction with and effectiveness of the clinical learning environment among nursing students in Oman. Design: A cross-sectional descriptive design was used. Setting and Participants: A convenience sample consisting of 310 undergraduate nursing students was selected in a public school of nursing in Oman. Methods: Ethical approval was obtained from the Research and Ethics Committee, College of Nursing in 2011. A standardized, structured, validated and reliable Clinical Learning Environment Supervision Teacher Evaluation instrument was used. Informed consent was obtained from all the students. Data was analyzed with ANOVA and structural equation modeling. Results: Satisfaction with the clinical learning environment (CLE) sub-dimensions was highly significant and had a positive relationship with the total clinical learning environment. In the path model 35% of its total variance of satisfaction with CLE is accounted by leadership style, clinical nurse commitment (variance=28%), and patient relationships (R2=27%). Higher age, GPA and completion of a number of clinical courses were significant in the satisfaction with the CLE among these students. Conclusions: Nurse educators can improvise clinical learning placements focusing on leadership style, premises of learning and nursing care, nurse teacher, and supervision while integrating student, teacher and environmental factors. Hence the clinical learning environment is integral to students' learning and valuable in providing educational experiences. Relevance to Practice: The CLE model provides information to nurse educators regarding best clinical practices for improving the CLE for BSN students.

AB - Background: Clinical nursing education provides baccalaureate nursing students an opportunity to combine cognitive, psychomotor, and affective skills in the Middle East. Objective: The aim of the paper is to assess the satisfaction with and effectiveness of the clinical learning environment among nursing students in Oman. Design: A cross-sectional descriptive design was used. Setting and Participants: A convenience sample consisting of 310 undergraduate nursing students was selected in a public school of nursing in Oman. Methods: Ethical approval was obtained from the Research and Ethics Committee, College of Nursing in 2011. A standardized, structured, validated and reliable Clinical Learning Environment Supervision Teacher Evaluation instrument was used. Informed consent was obtained from all the students. Data was analyzed with ANOVA and structural equation modeling. Results: Satisfaction with the clinical learning environment (CLE) sub-dimensions was highly significant and had a positive relationship with the total clinical learning environment. In the path model 35% of its total variance of satisfaction with CLE is accounted by leadership style, clinical nurse commitment (variance=28%), and patient relationships (R2=27%). Higher age, GPA and completion of a number of clinical courses were significant in the satisfaction with the CLE among these students. Conclusions: Nurse educators can improvise clinical learning placements focusing on leadership style, premises of learning and nursing care, nurse teacher, and supervision while integrating student, teacher and environmental factors. Hence the clinical learning environment is integral to students' learning and valuable in providing educational experiences. Relevance to Practice: The CLE model provides information to nurse educators regarding best clinical practices for improving the CLE for BSN students.

KW - Baccalaureate nursing

KW - Clinical learning environment

KW - Clinical placement

KW - Nursing education

KW - Structural equation modeling

KW - Student satisfaction

KW - Supervision

KW - Teaching

UR - http://www.scopus.com/inward/record.url?scp=84929284141&partnerID=8YFLogxK

UR - http://www.scopus.com/inward/citedby.url?scp=84929284141&partnerID=8YFLogxK

U2 - 10.1016/j.nedt.2015.02.005

DO - 10.1016/j.nedt.2015.02.005

M3 - Article

VL - 35

SP - 833

EP - 840

JO - Nurse Education Today

JF - Nurse Education Today

SN - 0260-6917

IS - 6

ER -