Clinical education and student satisfaction: An integrative literature review

Phillips, Karen F.; Mathew, Lizy; Aktan, Nadine M.; Catano, Bryant

doi:10.1016/j.ijnss.2017.03.004

Cited by 41 publications

(47 citation statements)

References 23 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…6 Furthermore, they have identified the reasons for faculty shortage including lower compensation of faculty nurses compared to clinical nurses, less attractive position of faculty members, aging nursing faculty, and lack of facilities for nurses to obtain higher education. 6 Students in the current study have also reported that clinical teachers rarely visit them in clinical placement and too many students are supervised by a single clinical teacher as an alarming barrier. A study conducted in China demonstrated uncertainty among students in relation to what they could expect from the clinical teachers.…”

Section: Discussionmentioning

confidence: 99%

“…5 Therefore, clinical learning serves as an integral part of nursing curriculum in order to provide nursing students the opportunities to practice and become competent in the knowledge and skills which are important for professional practices. 6 Literature has identified a range of hindrances to clinical learning including anxiety of possible criticism from other students, committing mistakes, communication with health care team and patients, approach to critically ill patients, the inappropriate behavior of clinical staff nurses, 7 ward environment, the culture and complexities of care and the supervisory relationship between students, clinical and educational institutions. 8 Poor learning environment has adverse effects on the professional development process, and its dynamic nature could pose challenges to the students.…”

mentioning

confidence: 99%

See 1 more Smart Citation

Issues in Clinical Learning Environment among Undergraduate Nursing Students in Khyber Pakhtunkhwa, Pakistan

Khan¹,

Begum

2020

J Islamabad Med Dental Coll

View full text Add to dashboard Cite

Background: Nursing students apply theoretical and evidence-based knowledge on real patients in clinical placements, thus poor clinical education may affect their performance along with patient care. The perceptions of nursing internees may serve as a solid evidence of issues in clinical learning. The objective of this study was to identify issues regarding clinical learning among undergraduate nursing students. Material and Methods: A descriptive cross-sectional design was employed to collect data from a sample of 72 graduated Nursing Internees from Nursing Colleges in the Khyber Pakhtunkhwa (KPK) province of Pakistan. This study was conducted from April 2019 to August 2019. A Questionnaire in the form of Likert scale was developed for data collection regarding past experiences of their undergraduate studies. SPSS 22 was used for analysis. Chi-squared test was used to compare between male/female, public/private clinical placements and public/private colleges, respectively. Results: Of the participants 79% (n=57) were male and 21% (n=15) were female. Mean age of participants was 24.29±1.72 years. Four barriers in clinical education due to deficiencies in educational institutions included: shortage of clinical teachers (76.4%), clinical teachers rarely visited students (75%), too many students were supervised by a single teacher (81.9%) and students are overloaded with too many written assignments (75%). The P-value for shortage of clinical teachers was statistically significant (P=.016). The main barriers in clinical education attributed to clinical settings or the hospitals were behavior of the hospital staff resulting in the loss of students’ confidence (73.6%) and anxiety of students to perform wrong procedures (73.6%). However, none of these barriers in clinical education were statistically significant (P>0.05). Conclusion: Findings of the study illustrated dissatisfaction of graduate nursing internees regarding the clinical education as almost all the issues received more than 50% responses. Key words: Clinical placement, Clinical Nursing teacher, Nursing internees, Student nurses

show abstract

Section: Discussionmentioning

confidence: 99%

mentioning

confidence: 99%

Issues in Clinical Learning Environment among Undergraduate Nursing Students in Khyber Pakhtunkhwa, Pakistan

Khan¹,

Begum

2020

J Islamabad Med Dental Coll

View full text Add to dashboard Cite

show abstract

“…CLUs were inspired by the DEU model and are self-directed clinical environments where students develop learning plans that identify their individual set rotations, their learning assignment, and the preceptor that they will work with. The student's learning plan is shared among the clinicians and therefore all on the unit are aware and involved in providing the learner with opportunities to build on their knowledge and practical experience (Callaghan et al, 2009;Phillips and Aktan, 2017). The results of the study conducted Callaghan et al (2017) were mixed in that nursing students found advantages and disadvantages in working with the CLU and traditional 1:1 preceptorship model.…”

Section: Collaborative Learning Units (Clu)mentioning

confidence: 99%

The Ecology of Care: A Review of the Literature in Clinical Learning Environments

Newton¹,

Ashby²

2019

MedEdPublish

View full text Add to dashboard Cite

Several challenges have emerged in clinical education over the past two decades. Health professional programs have increased in both number and size resulting in an upsurge of trainees. The unprecedented growth has increased the workload of clinicians and their office staff as they correspond with university administrators to coordinate learners' placements. Further complicating the matter are the varying teaching remuneration models. Surrounding the system is the interplay among government, post-secondary, and professional bodies and their social contracts, values, and mandates that inform and bind the profession's development. Globally, the ecology of family medicine is evolving and experiencing new challenges. Concerns have been raised about the shifting dynamics and erosion of relationships between healthcare professionals and patients. Compounding matters are patients' lack of health coverage; system pressures to find healthcare savings and efficiencies; demands for sub-specialization; and changes in the family structure and population demographics. This altered landscape and increasing divide stress the educational paradigms responsible for training learners. The purpose of this literature review is to better understand the context, challenges, and facilitators of clinical practice education as well as how we, as institutions, can improve the experience for learners, educators, and patients.

show abstract

“…This study employed a new model developed by this research team, entitled Shared Clinical Teaching (SCT), which is defined as two faculty sharing responsibilities for a clinical group [15]. The purpose of this research study was to examine student satisfaction regarding the effectiveness of the SCT model.…”

Section: Introductionmentioning

confidence: 99%

“…The purpose of this research study was to examine student satisfaction regarding the effectiveness of the SCT model. The premise of SCT is that a clinical group will be “shared” by two clinical faculty [15]. Two faculty with expertise in the clinical specialty are partnered for the duration of the rotation.…”

Section: Introductionmentioning

confidence: 99%

The effectiveness of shared clinical teaching in nursing

Phillips

Mathew

Aktan

et al. 2019

International Journal of Nursing Sciences

Self Cite

View full text Add to dashboard Cite

Aim Clinical learning is a critical component of a nursing curriculum. Student satisfaction in clinical environment is crucial to foster a positive learning experience. Faculty shortages have made clinical teaching more challenging; as such, alternate models of clinical teaching must be explored by nursing programs. The purpose of this study was to measure the perception of student satisfaction in regard to the effectiveness of shared clinical teaching in nursing. Methods Utilizing Chan's Clinical Learning Environment Inventory (CLEI), this quantitative comparative study examined nursing students' preferred and actual clinical learning environment. The CLEI contains 42 questions in six subscales: Individualization, Innovation, Involvement, Personalization, Task Orientation, and Satisfaction in both the actual and preferred clinical learning environment. The sample consisted of 202 nursing students in two groups: the first group had 91 students who experienced shared clinical teaching with two faculty, whereas the second group had 111 students who experienced the traditional, single faculty model. The results were analyzed using independent sample T-tests. Results The preferred learning environment was rated highest in all six subscales. Scores of the Satisfaction subscale and the Innovation subscale for Actual Learning Environment, and the score of the Innovation subscale for Preferred Learning Environment of students experiencing shared clinical teaching with two faculty were higher than the scores of students experiencing traditional, single faculty model, with statistically significance ( P ＜0.05). Conclusion The results indicated students preferred the shared clinical teaching model with two faculty over the single faculty model. Nursing programs can utilize this model and apply these results to develop and maintain quality clinical teaching.

show abstract

Clinical education and student satisfaction: An integrative literature review

Cited by 41 publications

References 23 publications

Issues in Clinical Learning Environment among Undergraduate Nursing Students in Khyber Pakhtunkhwa, Pakistan

Issues in Clinical Learning Environment among Undergraduate Nursing Students in Khyber Pakhtunkhwa, Pakistan

The Ecology of Care: A Review of the Literature in Clinical Learning Environments

The effectiveness of shared clinical teaching in nursing

Contact Info

Product

Resources

About