Nepalese undergraduate nursing students' perceptions of the clinical learning environment, supervision and nurse teachers: A questionnaire survey

Nepal, Bijeta; Taketomi, Kikuko; Ito, Yoichi M.; Kohanawa, Masashi; Kawabata, Hidehiko; Tanaka, Michiko; Otaki, Junji

doi:10.1016/j.nedt.2016.01.006

Cited by 24 publications

(26 citation statements)

References 26 publications

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“…Students attending a clinical placement at government hospitals as opposed to private facilities had a higher rate of satisfaction in Nepal. [28] The current results indicated that at every class level and clinical placement there was a need for individual student supervision. Similarly, a study of nursing students in their final year at three universities in Sweden discovered that the students had a more positive experience when they were with the same clinical preceptor, instead of a different preceptor each day.…”

Section: Satisfaction With Supervisory Relationshipmentioning

confidence: 70%

Clinical learning environment and supervision: satisfaction levels of University of Rwanda Students

Musabyimana¹,

Mukankusi²,

Nyandwi³

et al. 2019

Rwanda Journal of Medicine and Health Sciences

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Background Nursing and midwifery students need to learn theoretical knowledge and practical skills. Students are satisfied with a clinical education program when the environment is conducive to acquiring the knowledge, skills and professional attitude essential for their career. Objective To assess the level of satisfaction with the clinical learning environment among nursing and midwifery students at the University of Rwanda. Methods A descriptive cross-sectional study design was used to assess 280 undergraduate nursing and midwifery students. The study used the instrument entitled, the 'Clinical Learning Environment Supervision and Nurse Teacher Tool' (CLES+T). Data analysis used descriptive statistics. Results The majority of participants were highly satisfied with the clinical learning environment (58%), ward atmosphere (54%), the leadership of ward manager (58%) and supervisory relationship (62%). Chi-square results showed a significant association between class level (p=0.001) and last clinical placement (p=0.000). Some students (7%) were dissatisfied with the supervisory relationship. Conclusion Most nursing and midwifery students were satisfied with the clinical learning environment. However, the reported levels of dissatisfaction showed that improvements are needed to attain a quality education and meet the Sustainable Development Goal (SDG) Four: to ensure inclusive and equitable quality education and promote lifelong learning opportunities for all.

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Section: Satisfaction With Supervisory Relationshipmentioning

confidence: 70%

Clinical learning environment and supervision: satisfaction levels of University of Rwanda Students

Musabyimana¹,

Mukankusi²,

Nyandwi³

et al. 2019

Rwanda Journal of Medicine and Health Sciences

View full text Add to dashboard Cite

show abstract

“…The researchers asserted on spontaneous supervision, role of the nurse instructor, and leadership style of the ward manager. [ 32 ]…”

Section: Discussionmentioning

confidence: 99%

Exploring the reasons for theory-practice gap in emergency nursing education: A qualitative research

Safazadeh

Irajpour

Alimohammadi

et al. 2018

J Edu Health Promot

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BACKGROUND:Nursing is a scientific profession, based on theory and art of care. However, the theory-practice gap has become the biggest challenge of this profession and decreases the quality of service both in teaching and practice. Thus, it seems necessary to search for these reasons in situations such as emergency department – which has an effective role in patients’ health.OBJECTIVES:The objectives of this study were to find the perceived reasons for the theory-practice gap in the process of emergency nursing education from the perspective of professors, nurses, and students, as well as doctors, since they cooperate with nurses and students in the training environment.METHODS:A qualitative study was carried out; this included 18 deep, semi-structured interviews in 7 months with the people involved in the process of emergency department apprenticeship alongside with observing the activities of stakeholders. The data analysis was done in accordance with content analysis method including three steps of preparation, organization, and reporting.RESULTS:The perceived reasons for theory-practice gap were classified into 13 secondary categories. At the end of data analysis, five main categories of student, instructor, environment, culture, and the organizational process, and finally, two themes of “input” and “process” emerged.CONCLUSIONS:Nursing students in emergency department face a number of challenges in implementing theory into practice which stems from the faculty as an academic environment and the hospital as an educational environment. These underpinning reasons for the theory-practice gap influence the quality of nursing education and care delivery in emergency department. Hence, decreasing the theory-practice gap lies in the amendment of any of these factors.

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“…The interpersonal communications of the instructor also ranked fourth in the viewpoint of the students. One of the characteristics of a clinical instructor is the ability to create interpersonal communications and interactions with students, either individually or in the form of a group (30). Heydari et al also emphasized the importance of the role of teacher-student interpersonal communication (31).…”

Section: Discussionmentioning

confidence: 99%

“…In this study, the teaching ability of the instructor and the course plan obtained lower mean scores and ranked fifth and sixth, respectively, compared to the other domains. Different studies referred to the teaching ability as one of the indicators and skills of the instructors (15,30,36,39,40). In the domain of educational skills, it should be noted that the role of clinical educators is not only the transfer of knowledge and skills to the learners but the development of thinking, especially critical thinking, as one of their most important tasks, which will be possible by using innovative and active learning methods (41).…”

Section: Discussionmentioning

confidence: 99%

Investigating Factors Affecting Pharmaceutical Care Learning in Clinical Education in the View of Nursing Students in 2016 - 2017

et al. 2018

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Background: Pharmacological knowledge learning is of great importance to nursing students. The views of nursing graduates in this regard are acknowledged because this will lead to identifying the strengths and weaknesses of educational programs, resources, and trainers. Objectives: Therefore, the aim of this study was to investigate the factors affecting pharmaceutical care learning in clinical education from the viewpoint of nursing students in 2016-2017. Methods: A descriptive cross-sectional study was conducted on nursing students (n = 120) recruited through a census method. The data collection tool was a self-administered questionnaire consisting of two parts. The first part was to gather demographic information including age, sex, semester, history of student work, and written score of the pharmacology course, and the second part was related to the areas affecting the learning process including professional competence of the instructor (11 items), teaching ability of the instructor (13 items), interpersonal communications of the instructor (5 items), clinical teaching environment (11 items), course plan (3 items), and learner characteristics (8 items). The collected data from 100 students were analyzed by SPSS16 software using descriptive statistics. Results: 47 (47%) male students participated in the study and most of the participants (59%) were aged 20-21 years. From the viewpoint of the students, the variables related to the areas of the clinical instructor, learner characteristics, and educational environment were the first to third factors affecting the pharmacological care learning, in sequence. Conclusions: Paying attention to the characteristics of the instructor, adaptation of clinical environment, characteristics and motivators of the students in gaining experience, and understanding the importance and necessity of learning the knowledge and practice of medicines can facilitate and strengthen the pharmaceutical care learning.

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Nepalese undergraduate nursing students' perceptions of the clinical learning environment, supervision and nurse teachers: A questionnaire survey

Cited by 24 publications

References 26 publications

Clinical learning environment and supervision: satisfaction levels of University of Rwanda Students

Clinical learning environment and supervision: satisfaction levels of University of Rwanda Students

Exploring the reasons for theory-practice gap in emergency nursing education: A qualitative research

Investigating Factors Affecting Pharmaceutical Care Learning in Clinical Education in the View of Nursing Students in 2016 - 2017

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