Evaluating the learning environment of nursing students: A multisite cross-sectional study

Magnet hospital attributes in nursing work environment and its relationship to nursing students’ clinical learning environment and satisfaction

“…These results correspond to those found by Ramsbotham et al. (2019), which indicate that, as students advance through their degree programme, their needs vary and, therefore, their perception also changes. It may seem logical that third year students perceive higher scores as this is their first placement, whereas fourth year students have more experience and are able to compare the work environments of different hospitals.…”

“…However, there were differences found in the average scores of some factors of the CLES + T, such as the scores for the 'pedagogical atmosphere in the ward' and 'premises of nursing' in terms of academic year. These results correspond to those found by Ramsbotham et al (2019), which indicate that, as students advance through their degree programme, their needs vary and, therefore, their perception also changes. It may seem logical that third year students perceive higher scores as this is their first placement, whereas fourth year students have more experience and are able to compare the work environments of different hospitals.…”

“…Nursing students' perception of the clinical work environment affects not only learning and acquisition of competence (Ramsbotham et al., 2019) but also recruitment and intention to stay (Lamont et al., 2015). In most European countries, a significant part of undergraduate education in nursing is carried out in a clinical context in hospitals (Pramila‐Savukoski et al., 2019).…”

Nursing students' views and satisfaction of their clinical learning environment in Singapore

“…As the area where learning predominantly occurs, the environment is influenced by the complex dynamics with other healthcare professionals, clinical teachers, patients and families (Liljedahl, Boman, Fält, & Laksov, 2015;Moos, 1974). Such dynamics, intertwined with the students' learning efficacies (Ramsbotham et al, 2019), contribute to their perceptions of the environment as either positive or negative (Smedley & Morey, 2010). Positive learning experiences have been cited by nursing students to originate from a favourable clinical learning environment: opportunities to participate in ward activities; clinical staffs' and teachers' commitment to maximize learning opportunities; their open communication and cooperation with their students (Lambert & Glacken, 2006;Perli & Brugnolli, 2009;D'Souza et al, 2015;Doyle et al, 2017); and good clinical supervision (Tiwaken, Caranto, & David, 2015).…”

“…It also enables them to actively engage and interact with real‐life healthcare professionals to achieve behavioural changes in preparing them for future professional practice (Bjørk, Berntsen, Brynildsen, & Hestetun, 2014; Thomas, Jinks, & Jack, 2015). The social dimension has been posited to underpin apprenticeship‐based learning (Ramsbotham et al., 2019). Despite a paucity of relevant study in Singapore, a plethora of international literature have reported that nursing students' learning and professional socializing experiences, processes and outcomes are influenced by two aspects: the quality of the clinical learning environment and their perception of it during clinical placements (Erlam, Smythe, & Wright‐St Clair, 2018; McBrien, 2006; Payne, Glaspie, & Rosser, 2014).…”