Establishing and maintaining the clinical learning environment for nursing students: A qualitative study

Development and testing of the CALDs and CLES+T scales for international nursing students’ clinical learning environments

“…All the items from ‘The content of supervisory relationship’ sub‐dimension were retained to include essential elements relating to the quality of supervision, which has important effects on students’ success in clinical learning environments (Hegenbarth et al . ). Previous tests of the CLES+T scale's reliability have yielded values ranging from 0·77–0·96 when applied to Finnish nursing students (Saarikoski et al .…”

“…I made an effort to speak the native language to patients 0Á633 11. I was introduced to the ward routines in the beginning of my clinical placement clinical learning environments (Hegenbarth et al 2015). Previous tests of the CLES+T scale's reliability have yielded values ranging from 0Á77-0Á96 when applied to Finnish nursing students (Saarikoski et al 2008) and from 0Á83-0Á96 when applied to nursing students from nine different European countries in a cross-cultural study (Warne et al 2010).…”

Self-assessment of clinical nurse mentors as dimensions of professional development and the capability of developing ethical values at nursing students: A correlational research study

“…This relates not only to their development of practical skills but also to their development of professionalism, which incorporates interactive skills and ethical competence. Hegenbarth et al (2015) cite that clinical training consolidates the students' knowledge and socialized them into the profession.…”

Clinical nurse leaders' and academics' perspectives in clinical assessment of final‐year nursing students: A qualitative study

“…In the current complex and integrated healthcare system, CNLs need to become engaged with nursing education, as the students will be their future colleagues. CNLs not only have an important role in creating a positive learning culture in their settings, but also in making a consistent effort to maintain the supportive clinical environment for both preceptors and students (Hegenbarth et al ., ). Active collaboration between university and clinical settings would better prepare students to become committed, responsible, and competent nurses who are ready to handle challenges and advance professional growth (Bartz & Dean‐Baar, ).…”