The clinical learningenvironment: nurses' perceptions of professional development in clinical settings

Hart, Gail; Rotem, Arie

doi:10.1016/s0260-6917(95)80071-9

Cited by 59 publications

(61 citation statements)

References 17 publications

(27 reference statements)

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“…The concept of learning environment has been well accepted in the educational literature (Biggs, 1987, Bloom, 1964, Keeves, 1972 but is a relatively new to nursing education (Fretwell, 1980, Hart,, 1992, Orton, 1981. Bloom (1964) has described the educational environment as:…”

Section: Concept Of Learning Environmentmentioning

confidence: 99%

“…The CLE is an interactive network of forces within the clinical setting that influence the students' clinical learning outcomes (Biggs, 1987, Fretwell, 1980, Hart, 1992, Keeves, 1972. Orton (1981) described CLE as a group of stable characteristics unique to a particular clinical setting and impacting on the behaviour of individuals within that setting.…”

Section: Concept Of Learning Environmentmentioning

confidence: 99%

“…Many of the instruments designed for use with a student nurse population were developed in Britain, and reflect the hospital-based nursing education system in place in Britain (Fretwell, 1980, Orton, 1981, Pembrey, 1980. Hart (1992) developed and tested an instrument in Australia to be used for the evaluation of the ward learning climate for registered nurses, but this instrument was not designed or tested for use with nursing students. The instruments available range from very short and simple (Fretwell, 1980) to considerably more complex, covering a wide range of areas (Hart, 1992).…”

Section: Measuring Clementioning

confidence: 99%

“…Factors perceived as predicative of CLE have included physical facilities and resources (Fretwell, 1980, Reed & Price, 1991, variety and frequency of patient diagnoses and conditions (Fretwell, 1980, Jacka & Lewin, 1986, ward speciality (Fretwell, 1980), patient turnover (Fretwell, 1980, Jacka & Lewin, 1986, patient allocation (Reed & Price, 1991), ward routine (Fretwell, 1980, Reed & Price, 1991, ward workload (Fretwell, 1980), student allocation (Fretwell, 1980, Jacka & Lewin, 1986, Reed & Price, 1991, role clarity (Hart, 1992), structure of supervision of staff (Fretwell, 1980, Hart, 1992, structure of teaching (Biggs, 1987, Fretwell, 1980, Hart, 1992, Keeves, 1972, Reed & Price, 1991, application of research to practice (Reed & Price, 1991) and assessment of learning outcomes (Biggs, 1987, Keeves, 1972, Reed & Price, 1991. In addition, the relationship between classroom and clinical content (Reed & Price, 1991), ward atmosphere (Fretwell, 1980, Reed & Price, 1991, staff relationships (Fretwell, 1980, Reed & Price, 1991, commitment to teaching (Keeves, 1972, Orton, 1981, Reed & Price, 1991, commitment to learning (Keeves, 1972, Orton, 1981, Reed & Price, 1991, commitment to patient care …”

Section: Factors Influencing Environmentmentioning

confidence: 99%

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The development of a clinical learning environment scale

Dunn¹,

Burnett

1995

Journal of Advanced Nursing

164

130

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Within nursing, there is a strong demand for high-quality, cost-effective clinical education experiences that facilitate student learning in the clinical setting. The clinical learning environment (CLE) is the interactive network of forces within the clinical setting that influence the students' clinical learning outcomes. The identification of factors that characterize CLE could lead to strategies that foster the factors most predictive of desirable student learning outcomes and ameliorate those which may have a negative impact on student outcomes. The CLE scale is a 23-item instrument with five subscales: staff-student relationships, nurse manager commitment, patient relationships, interpersonal relationships, and student satisfaction. These factors have strong substantive face validity and construct validity, as determined by confirmatory factor analysis. Reliability coefficients range from high (0.85) to marginal (0.63). The CLE scale provides the educator with a valid and reliable instrument to evaluate affectively relevant factors in the CLE, direct resources to areas where improvement may be required, and nurture those areas functioning well. It will assist in the application of resources in a cost-effective, efficient, productive manner, and will ensure that the clinical learning experience offers the nursing student the best possible learning outcomes.

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Section: Concept Of Learning Environmentmentioning

confidence: 99%

Section: Concept Of Learning Environmentmentioning

confidence: 99%

Section: Measuring Clementioning

confidence: 99%

Section: Factors Influencing Environmentmentioning

confidence: 99%

See 2 more Smart Citations

The development of a clinical learning environment scale

Dunn¹,

Burnett

1995

Journal of Advanced Nursing

164

130

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“…Most importantly, the compliment from clients and clinicians for a well done job were both encouraging and rewarding. This was at the same line of Hart and Rotem (1995), whose mentioned that students enjoy being active and having a proper level of autonomy.…”

Section: Discussionmentioning

confidence: 84%

Creating a positive learning environment for adult

Mostafa

2017

IJLT

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The key requirements for creating a positive learning environment do not come readily packaged. Instructors can then implement the concepts to keep students motivated and engaged in the learning process. The aim of study is to Creating a Positive Learning Environment for Adults; by assessing Nursing Students perceptions regarding Clinical Learning Environments in Beni -Suef University (actual and expected). A sample of 127 students in nursing faculty, Beni-Suef University from third and fourth grade in the first semester of the academic year 2014/2015.Tools: Structured interviewing questionnaire sheet, which include: Tool (1): Socio demographic data, Tool (2): the Clinical Learning Environment Inventory (CLEI) originally developed by Professor Chan (2001).Results: The results indicated that there were significant differences between the preferred and actual form in all six scales. In other word, comparing with the actual form, the mean scores of all items in the preferred form were higher. The maximum mean difference was in innovation and the highest mean difference was in involvement scale. Conclusion: It is concluded that nursing students do not have a positive perception of their actual clinical teaching environment and this perception is significantly different from their perception of their expected environment

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Action Step 1: Developing an Appreciation of Reflective Learning

Ghaye

2008

Building the Reflective Healthcare Organisation

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The clinical learningenvironment: nurses' perceptions of professional development in clinical settings

Cited by 59 publications

References 17 publications

The development of a clinical learning environment scale

The development of a clinical learning environment scale

Creating a positive learning environment for adult

Action Step 1: Developing an Appreciation of Reflective Learning

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