Undergraduate nursing students' experience related to their clinical learning environment and factors affecting to their clinical learning process

Stress, stressors and related factors in clinical learning of midwifery students in Iran: a cross sectional study

“…Clinical learning is the main part of midwifery curriculum [12]. Since the clinical environment is one of the most stressful education environments [6], students experience a wide range of problems during the clinical learning [16]. Fear of doing harm, fear of facing the first labor and fear of punishment are the factors enhancing the stress of midwifery students [8].…”

“…These stresses impact on academic performance and lead to physical and psychological disorders [14,15] and impede adaptation with the professional role [8]. Among all the factors, instructors have a crucial role in clinical learning and providing enough support for the students in clinical settings [2,16].…”

“…As far as we know, a plethora of studies have been conducted in nursing education but the studies in midwifery education are insufficient [2,4,6,12,[16][17][18][19][20][21]. A few of national studies have investigated midwifery students' perspective on the perceived feed-back in clinical education [22], experiences of learning clinical skills [13] and experience of fear in the clinical environment [8].…”

“…A few of national studies have investigated midwifery students' perspective on the perceived feed-back in clinical education [22], experiences of learning clinical skills [13] and experience of fear in the clinical environment [8]. Although there is a strong focus on interventions to reduce stress of midwifery students, the research show that midwifery students still experience significant stress and anxiety in clinical settings [2,4,6,8,12,13,[16][17][18][19][20][21]. Improving the quality of clinical learning requires the provision of an appropriate learning environment.…”

Quality Assurance in Nursing Education: A Qualitative Study Involving Students and Newly Graduated Nurses

“…The interviewees were disappointed in seeing nursing staff who did not provide care based on the latest scientific evidence, as they learned in university. Several authors found differences between what students learned at university and what they later saw in the healthcare settings [9,14,20,31,32]. The literature also suggests that idealized care and actual care act like two opposing forces that graduates try to counterbalance [33,34].…”