Clinical education and training of student nurses in four moderately new European Union countries: Assessment of students' satisfaction with the learning environment

Antohe, Ileana; Riklikienė, Olga; Tichelaar, Erna; Saarikoski, Mikko

doi:10.1016/j.nepr.2015.12.005

Cited by 72 publications

(79 citation statements)

References 19 publications

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“…Evidence from Slovakia suggests Clinical practice and student supervision issues have not received sufficient attention. Following previous European studies (Saarikoski, Leino-Kilpi, 2002;Saarikoski et al, © 2016 Central European Journal of Nursing and Midwifery 471…”

Section: Introductionmentioning

confidence: 96%

Factors influencing the effectiveness of clinical learning environment in nursing education

Gurková¹,

Žiaková²,

Cibríková³

et al. 2016

Cent Eur J Nurs Midw

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Aim: The purpose of the cross-sectional descriptive study was to investigate how nursing students evaluate particular factors of clinical learning environment during their professional placement in hospitals. We explored which factors of clinical environment contribute significantly to students' evaluation of it. Design: A descriptive cross-sectional study. Methods: The sample included 503 nursing students in their second or third year of study at six Slovak universities. A valid and reliable questionnaire, the Clinical Learning Environment, Supervision and Nurse Teacher evaluation scale (CLES+T), was used to evaluate the student nurses' experiences and clinical placement. The data were analysed using descriptive statistics, Pearson's chi-square test, multifactorial ANOVA procedure and Pearsons' correlations, and p-value < 0.05 was taken to indicate statistical significance for all comparisons. Results: A significant proportion of students experienced a traditional model of group supervision. Supervision method, supervisory session frequency, and duration of clinical placement had a significant impact on their evaluation of clinical environments. Conclusion: Supervision methods are a significant factor influencing student evaluation of their clinical placement environment. Compared to other European studies, we found a less frequent application of individual supervision and that the Slovak university setting is dominated by a traditional group model of supervision. The study offers a valuable insight into the analysis of factors contributing to improvements in clinical learning environment and models of clinical or workplace training.

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Section: Introductionmentioning

confidence: 96%

Factors influencing the effectiveness of clinical learning environment in nursing education

Gurková¹,

Žiaková²,

Cibríková³

et al. 2016

Cent Eur J Nurs Midw

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“…In our study we have used the term mentorship to explain relations between the mentors and students during the survey. Antohe et al (2016) state that supervision and mentoring are supportive relationships, which help individuals to obtain new skill, knowledge and approaches. Students mentorships require qualified and experienced nurses to act as mentors for individual students (Jokelainen et al, 2013).…”

Section: Discussionmentioning

confidence: 99%

“…A supervisory relationship was found to be the most important factor contributing to clinical learning experiences (Johansson et al, 2010). Their results showed the importance of a good supervisory relationship and their influence on how students experience the clinical learning environment (Antohe et al, 2016).…”

Section: Introductionmentioning

confidence: 95%

“…Initially, the ward manager was the key factor in students' clinical learning, then more supportive and individualized supervision models were developed in order to ensure that the novice learner had a safe practice environment and an effective role model (Holland & Lauder, 2012). The most recent evidence from established European countries goes forward and reflects on roles of clinical mentors, students' expectations and their mentorship experience in different settings outside the hospital (Antohe et al, 2016). Mentors are also expected to facilitate a supportive learning environment and conduct an assessment on the student's performance and attainment of clinical skills (Ali & etc., 2008).…”

Section: Introductionmentioning

confidence: 99%

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The Clinical Learning Environment: The Attitude of Undergraduate Student Nurses Towards Mentorship at Hospitals in Lithuania

Mažionienė

Staniulienė

Gerikienė

2018

CBUP

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The research sought to determine the attitude of student nurses towards their clinical placement: clinical learning environment, communication with supervisor – mentor, and their satisfaction with the recently completed clinical placement. The research was performed by 283 students of the first to third study year from two Northwest regional higher education institutions for nurses in Lithuania. The students have recently completed their clinical placement at regional hospitals. A quantitative descriptive correlational design was used. The research instrument used was the paper version of the CLES (Clinical Learning Environment and Supervision) questionnaire. The research results revealed that more than half of the students were satisfied with their recently completed clinical placement. Their satisfaction was related to the study year. The student nurses were the most positive about the possibility to approach the members of staff during clinical placement and the fact that there were sufficient meaningful learning cases and situations during clinical placement. Clinical placement of the student nurses was supervised and assessed by supervisors – registered nurses (N=133) and ward managers (N=135). The student nurses assessed their personal contribution in clinical placement as good and very good. Those, who specified the highest personal contribution in their clinical placement, assessed the clinical learning environment the best. The most satisfied students were supervised individually during their clinical placements.

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“…Thus, based on the perception of nursing students, the conducive clinical practice learning environment is highly conquered (Antohe, Riklikiene, Tichelaar, & Saarikoski, 2016). The environment in which the atmosphere supports students to learn recognizes wrongdoing, provides full moral support, as part of the learning process (Warne et al, 2010).…”

Section: Introductionmentioning

confidence: 99%

The Perception of Indonesian Nursing Students on the Learning Environment in Clinical Practice

Nahariani¹,

Kurdi²,

Priyanti³

2018

J. Ners

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Introduction:The clinical practice environment students have multiple roles as learners and service providers. At this time students are faced with a fluctuating, complex environment and far from the predictions and controls of academic teachers. The aim of this study was to evaluate nursing student satisfaction and perception of the learning environment in clinical practice. Methods:This study used correlational analytic survey methods with cross-sectional approach. A total of 164 nursing student were selected using a convenience sampling. The data were collected in three schools of nursing in East Java. Data were obtained using the Bahasa version of the Clinical Learning Environment, Supervisions and Nurse Teacher (CLES+T). The instrument showed good validity and reliability. The data were analyzed using descriptive analytic, Spearman rho correlation and logistic regression.Results: Respondents were 164 students, clinical learning practice is mainly determined by the role of nurse teacher (M = 3.82; SD = 0.496). Student satisfaction obtained at 56.7%. There was a significant relationship between clinical practice learning and student satisfaction with p-value 0.000. The highest correlation value is the role of lecturer nurse (r = 0.544), with value R 2 = 0.377, the coefficient of β adjusted highest to 2.075.Conclusion: According to student perceptions, the content of supervisory relations, the pedagogy atmosphere in the ward/room and the role of the nurse lecturer contributed greatly to creating a conducive clinical learning environment. ARTICLE HISTORY

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Clinical education and training of student nurses in four moderately new European Union countries: Assessment of students' satisfaction with the learning environment

Cited by 72 publications

References 19 publications

Factors influencing the effectiveness of clinical learning environment in nursing education

Factors influencing the effectiveness of clinical learning environment in nursing education

The Clinical Learning Environment: The Attitude of Undergraduate Student Nurses Towards Mentorship at Hospitals in Lithuania

The Perception of Indonesian Nursing Students on the Learning Environment in Clinical Practice

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