The relationship between clinical placement duration and students' satisfaction with the quality of supervision and learning environment: A mediation analysis

Abstract

Background: Multiple factors that in uence the learning experience of nursing students while they are in clinical training have been identi ed. Nevertheless, there is no evidence on what is the optimum time a nursing student should remain in the different practice settings for achieving the required competencies nor how this duration of the placement may be in uenced by other variables.The aim of the study was examine whether the relationship between the clinical placement duration and total satisfaction with clinical training is mediated by supervisory relationship and learning environment.Method: A mediation analysis was conducted using the data from a cross-sectional study conducted in 17 higher educational institutions from nine European countries with the CLES+T scale (n=1903 preregistration nursing students). Besides, ANCOVA models were used to assess mean differences in total satisfaction by categories of supervision factors, clinical placement duration and participants' characteristics.

Factors Associated with Nursing Student Satisfaction with Their Clinical Learning Environment at Wolkite University in Southwest Ethiopia

“…For nurses to effectively perform the myriads of tasks, it depends on their capacity to apply theory to practice. An effective learning process in the clinical setting is essential to combine cognitive, psychomotor, and appropriate attitudes in such a way to benefit both the learning needs of the student and the nursing care needs of the client [ 2 , 13 – 15 ].…”

“…Many researchers explored the different factors that contributed to the successful development of competencies over the course of clinical placement. The followings are the main learning domains affecting student nurses, ward atmosphere (WA), the leadership of the ward manager (WM), and a supervisory relationship with a nurse teacher (NT) [ 1 , 3 , 15 , 17 , 24 – 28 ].…”

Exploration and Practice of the Relationship between College Students’ Learning Adaptation and Mental Health under the Information-Based Teaching Environment of Potential Profile Analysis

“…Maslow believes that a person with the personality characteristics of self-expression is a person with mental health. Drawing on the achievements of researchers at home and abroad, this paper summarizes six standards of mental health: a correct understanding of reality; self-knowledge, self-esteem, and self-acceptance;self-regulation ability [ 13 , 14 ]; the ability to establish close relationships with people; stability and coordination of lattice structure; and life enthusiasm and work efficiency [ 15 ].…”

Understanding the expectations of nursing students following the first clinical internship: A qualitative study

“…Even though the literature shows no consensus on the best possible duration of a clinical internship (González-García et al, 2021) Finally, each clinical internship is supervised by a coordinator who oversees the availability of practice places, the individualized assignment to each student, the monitoring of the faculty, and the resolution of conflicts. The coordinator has a managerial role rather than a teaching one.…”