Nursing Students’ Satisfaction with Their Clinical Placement

Abstract

Introduction: Exposure to positive clinical learning experience influences the nursing students' knowledge, skills, attitudes, and interest in continuing the nursing profession. It is widely acknowledged that clinical placement evaluations while students are on placement is very useful for better understanding of what constitutes quality clinical education from the students' perspective to provide better educational experiences. Aim: The aim of the study was to assess the nursing students' satisfaction with their clinical placement experiences and the degree to which their experiences are regarded as positive. Methodology: A descriptive design was used for the purpose of the study at college of Nursing in the eastern region of Saudi Arabia. Students enrolled in clinical courses during 2010-2012 were included. Clinical placement evaluation form was used for data collection and students were asked to respond to three open ended questions asking them for the advantages and the disadvantages of each clinical placement and their suggestions for improvement. Results: The majority of the students (75.6%) agreed or strongly agreed with statements rating their satisfaction with the clinical placement. However, students were dissatisfied with short clinical exposures, staff nurses role and evaluation process from the clinical instructors.

“We’ll check vital signs only till we finish the school”: experiences of student nurses regarding intra-semester clinical placement in Ghana

“…This study explored the experiences of baccalaureate student nurses regarding intra-semester clinical practicum. The findings showed that students perceived intra-semester clinical practicum as beneficial since it afforded the opportunity to translate theory into practice concurrently as previously reported in other studies [ 8 , 10 , 22 ]. For instance, in Saudi Arabia, about 75.6% ( n = 205) of nursing students were satisfied with their clinical practicum [ 10 ].…”

“…The findings showed that students perceived intra-semester clinical practicum as beneficial since it afforded the opportunity to translate theory into practice concurrently as previously reported in other studies [ 8 , 10 , 22 ]. For instance, in Saudi Arabia, about 75.6% ( n = 205) of nursing students were satisfied with their clinical practicum [ 10 ]. The similarities may have resulted from the fact that student nurses recognised nursing as both an art and science and therefore understood the importance of the practical component.…”

Relationship between Nursing Students’ Clinical Placement Satisfaction, Academic Self-Efficacy and Achievement

“…Therefore, [27] Less than half of the nursing students had lower academic self-efficacy; however, this frustrating result was expected as the students affiliated to technical nursing institute were deprived from students' services and activities rendered to other students affiliated to all faculties of the university. Participants of this study were suffering from many problems such as failure to allocate a separate building for them and the current location lacks the existence of essential educational constituents (skills labs, computer labs, language labs, and halls to change clothes and places to eat and enough toilets to accommodate the number of students… etc).…”

“…Hence, the students' clinical perspective on quality of clinical education contributes to the knowledge for the development of better educational experiences. In addition [26], and [27] highlighted the importance of assessing the clinical learning experiences while students are on placement.…”

Nursing Students' Perception regarding Clinical Training of Community Health Nursing Using Dundee Ready Education Environment Measure Inventory

“…Vice versa Abou elfettoh and Al Mumtin, (2015 ) (15) mentioned that students were dissatisfied with evaluation process from the clinical instructors. This could be attributed to using different stratifies in clinical training in the present study ranked in order of use to; demonstration, simulation, role play, and case study.…”