Perception and Experiences of Undergraduate Nursing Students on Clinical Learning Environment in a Public University

Abstract

<b><i>Background:</i></b> Clinical learning is viewed as a fundamental and essential part of nursing education. Clinical training offers chances to use the theoretical knowledge in practice, raise problem-solving and executive skills, learn time management, collaborate with others, and develop professionalism. <b><i>Objective:</i></b> This study intended to reveal the perceptions and experiences of the clinical learning environment of undergraduate nursing students and the influencing factors of the clinical learning process. <b><i>Methodology:</i></b> A mixed-method approach comprising qualitative, exploratory, and phenomenological research design was used. Nonprobability purposive sampling technique was applied to select the sample. Data were collected by mixed methods of inquiries of 14 in-depth interviews, 4 focus group discussions, and clinical observations from third- and fourth-year bachelor of nursing students. A content analysis approach was used to analyze the collected contents. <b><i>Results:</i></b> The study identified seven factors influencing nursing students’ clinical learning experience. An expert clinical instructor, supportive role of clinical nurses, reliable communication and relationship, job description, theory-practice integration, availability of resources, and social and psychological factors are essential for effective clinical learning. <b><i>Conclusion:</i></b> Nursing students face many challenges in the clinical learning environment. For effective clinical learning, the seven identified factors are recommended to consider while designing clinical learning instruments for the students.

Exploring Undergraduate Nursing Students’ Perceptions on Clinical Learning Environment in the UAE: A Focus on Perceived Benefits and Challenges

“…Students generally had a positive perception of their clinical instructors, and this is consistent with the study of Jacobsen et al (2019) in Norway. They viewed instructors as role models, especially when instructors displayed professionalism, systematic approaches to their work, familiarity with clinical settings, and effective management of student clinical practice ( Niederriter et al, 2017 ; Rozario et al, 2022 ). Students indicated that their clinical instructors effectively communicated expectations for clinical practice ( Bazrafkan & Kalyani, 2018 ).…”

“…One of the important factors that could influence the learning experiences of nursing students is the CLE. A positive CLE is characterized by well-oriented students, supportive staff ( Mbakaya et al, 2020 ), cooperative preceptors ( Ford et al, 2016 ), approachable and experienced clinical instructors ( Jacobsen et al, 2019 ; Niederriter et al, 2017 ; Oermann et al, 2022 ), availability of resources, and the integration of theory and practice ( Rozario et al, 2022 ). Such an environment could enhance the overall student's learning experiences ( Ford et al, 2016 ), self-confidence, and motivation to learn ( Jonsén et al, 2013 ).…”

“…Applying Vygotsky's theory, staff nurses should involve students in tasks and independent execution under supervision to foster skill development, as a shortage of such opportunities hampers clinical practice ( Sarker, 2019 ). Dedicated staff nurses committed to teaching and offering individual feedback and support could facilitate the learning process ( Mbakaya et al, 2020 , Rozario et al, 2022 ; Vizcaya-Moreno et al, 2018 ). Moreover, encouraging staff nurses to serve as role models for students, fostering positive interpersonal relationships, and providing ample support to enhance their sense of belonging within the hospital team are essential steps.…”

“…Despite extensive exploration of facilitators and challenges to clinical learning environments (CLE) in international and regional literature ( Amoo & Enyan, 2022 ; Aboshaiqah et al, 2018 ; Buthelezi et al, 2015 ; Chuan & Barnett, 2012 ; Happel & McAllister, 2015 ; Heidari & Mardani Hamooleh‌, 2016 ; Jamshidi et al, 2016 ; Moghaddam et al, 2020 ; Rozario et al, 2022 ; Yang & Chao, 2018 ), there is a significant gap in research specific to CLE in the UAE. Hence, gaining an understanding of students’ perceptions of their CLE becomes crucial.…”

Improving the quality of clinical training in maternal and neonatal health in undergraduate nursing students: A participatory action research

“…Inadequate resources and facilities were another extracted category. Evidence suggests this problem negatively affects nursing education in different societies (9,22,35). The lack of equipment is considered the cause of nurses' disappointment in decision-making, delayed care, and emotional tensions.…”