Nursing students' perceptions of learning in practice environments: A review

Abstract

Effective clinical learning requires integration of nursing students into ward activities, staff engagement to address individual student learning needs, and innovative teaching approaches. Assessing characteristics of practice environments can provide useful insights for development. This study identified predominant features of clinical learning environments from nursing students' perspectives across studies using the same measure in different countries over the last decade. Six studies, from three different countries, using the Clinical Leaning Environment Inventory (CLEI) were reviewed. Studies explored consistent trends about learning environment. Students rated sense of task accomplishment high. Affiliation also rated highly though was influenced by models of care. Feedback measuring whether students' individual needs and views were accommodated consistently rated lower. Across different countries students report similar perceptions about learning environments. Clinical learning environments are most effective in promoting safe practice and are inclusive of student learners, but not readily open to innovation and challenges to routine practices.

Exploring the relationship between technology and care: A qualitative study of clinical practice for nursing students

“…We view this as problematic since clinical practice is a learning arena that is particularly meaningful for student learning and for the development of a professional role. [17,19,33,36] The educational programme is in danger of losing an opportunity to empower and prepare students to handle the complex relationship between technology and care in their bedside work. This is a highlyrequired skill today as there is increasing standardisation of treatment and care and an extended use of technological aids and equipment in modern clinics.…”

“…According to Henderson et al, an adaptation of this kind can be described as learning the rules, fitting in and not rocking the boat, a strategy the students use to become accepted in the community of practice. [17] Nevertheless, John's bedside nursing clearly demonstrates that the repertoire of the community of practice is a potential resource for renegotiation and innovation because the students, as newcomers in the community, according to Wenger: '. .…”

“…The students are positioned in the area of tension between how patient care and technology are talked about in the more idealised and normative academic culture and how patient care as an activity can be performed in what is described as more task-and skill-oriented communities of practice. [17,33] The students' challenges regarding professional culture and perceptions of care are summarised as follows by Ousey and Johnson: 'Students have many obstacles to overcome during their training and education period to reach their ultimate aim of becoming a qualified nurse. Caring and culture are two of the major issues they have to understand to achieve this aim'.…”

“…[2,16] A number of international research papers report on both the importance as well as the challenges related to the training of students in clinical placements. [17][18][19] …”

Psychometric properties of the Scale for Quality Evaluation of the Bachelor Degree in Nursing Version 2 (QBN 2)

“…The relationship between teacher and student affects the undergraduate performance (Orland-Barack and Wilhelem, 2005;Alvaro et al, 2009) and is considered a positive aspect between teachers and students (Wilkes, 2006). Student evaluation should create a supporting learning environment and a positive atmosphere for the student (Jokelainen et al, 2011;Saarikoski et al, 2002;Pearcey and Elliott, 2004) that encourages good relationship with colleagues, discussions and encourages students' curiosity (Kell and Jones, 2007;Senge, 2006;Henderson et al, 2012;Chan, 2001). In addition, during the learning process students want to be treated as individuals and colleagues so students' learning independence, responsibility and self-management are increasingly important (Andrews and Chilton, 2000).…”