Views and perceptions of nursing students on their clinical learning environment: Teaching and learning

Papathanasiou, Ioanna V.; Tsaras, Konstantinos; Sarafis, Pavlos

doi:10.1016/j.nedt.2013.02.007

Cited by 138 publications

(101 citation statements)

References 23 publications

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“…Despite the diversity of studies focusing on students, many analyze the factors related to the reasons for choosing nursing as a career (Halperin and Mashiach-Eizenberg, 2014;Price, 2009), pre-registration student nurses' personal qualities and possible changes after training (Pitt et al, 2014), their view of the clinical learning environment (Papathanasiou et al, 2014), and the process of socialization (Price, 2009;Shinyashiki et al, 2006). However, there is little information specifically on how student nurses perceive the theoretical and practical trainings received and how these trainings contribute to constellating their identities as future nursing professionals.…”

Section: Introductionmentioning

confidence: 99%

Theory and practice in the construction of professional identity in nursing students: A qualitative study

Marañón

Pera

2015

Nurse Education Today

122

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s u m m a r y a r t i c l e i n f o Background: The problem of nurses' professional identity continues to be seen in the disjunction between theoretical training and clinical placements. Moreover, it is not known how nursing students perceive these contradictions or how this discrepancy influences the construction of professional identity. Objective: To gain insight into nursing students' perception of their theoretical and practical training and how this training influences the process of constructing their professional identity. Design: Qualitative, ethnographic study. Participants/Settings: Third-year nursing students at the l'Escola Universitària d'Infermeria Vall d'Hebron de Barcelona. Methods: Participant observation was conducted in the hospital setting and primary care. Discussion groups were held. The constant comparative method was used for the analysis. The study adhered to the criteria of credibility, transferability, dependability and confirmability. Results: Students believed that both theoretical and practical trainings were indispensable. Nevertheless, clinical placements were considered essential to confer sense to the theory and to shape their identity, as they helped student nurses to experience their future professional reality and to compare it with what they had been taught in theoretical and academic classes. The role of the clinical placement mentor was essential. With regard to theory, the skills developed in problem-based learning gave novice nurses' confidence to approach the problems of daily practice and new situations. Equally, this approach taught them to reflect on what they did and what they were taught and this ability was transferred to the clinical setting. Conclusions: For students, both strategies (theory and practice) are vital to nursing education and the construction of a professional identity, although pride of place is given to clinical placements and mentors. The skills developed with problem-based learning favor active and reflective learning and are transferred to learning in the clinical setting.

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Section: Introductionmentioning

confidence: 99%

Theory and practice in the construction of professional identity in nursing students: A qualitative study

Marañón

Pera

2015

Nurse Education Today

122

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“…Another possibility is the students having a distorted view of their abilities with the first evaluation. Papathanasiou et al (2014) found that "there was a disparity in expectations and the reality of the clinical learning environment for students in nursing" (p. 57). or the skill set for self-evaluation, whereas the instructor had a reference point for evaluating students.…”

Section: Discussionmentioning

confidence: 99%

Self-Evaluation in a Clinical Setting to Develop Nursing Students’ Clinical Judgment

Sobaski¹,

Abraham²

2017

IJSN

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Background: The Lasater clinical judgment rubric is based upon Tanner's clinical judgment model for developing clinical judgment and the incorporation of the Benner Novice to Expert theory. The Lasater clinical judgment rubric has been used in nursing programs at the baccalaureate level and with simulation exercises. Method: In this study, the Lasater clinical judgment rubric was used to compare instructor and associate degree nursing students' evaluations in an acute care setting during their first nursing care rotation. Data analysis included a split-plot ANOVA with repeat measures. A sample size of 16 students yielded an effect size of .40 with  = .001. Results:There was no significant difference in mean scores between the five administrations of the assessment with different groups. Conclusion:The interactions between the evaluator and the scores over time were consistent between groups. Development of student's ability to use self-evaluation, introspection, and self-awareness skills are foundational for thinking that is more complex.

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“…The clinical learning environment is the setting where student nurses gain most of their professional development. [9] Clinical learning environment encompasses whatever surrounds the student nurses, including clinical settings, hospital staff and patients. The clinical learning environment is a complex network of forces or interactive parameters within the clinical setting and it influences the students' clinical as well as professional learning outcomes and should be accurately assessed by educators.…”

Section: Introductionmentioning

confidence: 99%

Exploring the relationship between perceived educational environment and academic achievement among critical care nursing students

Shalaby

Aljezani

2018

CNS

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Objective: The integrated nursing educational environment remains to have a crucial influence on the student achievement, behaviors, satisfaction and success. The current study aimed to explore the relationship between perceived educational environment and academic achievement among critical care student nurses. Methods: Participants of this quantitative exploratory descriptive co-relational study were 64 students selected conveniently from the students enrolled in Critical Care Nursing course at spring and fall semesters 2016/2017 in King Saud Bin Abdul-Aziz University. A self-reported questionnaire titled "Student Nurses' Educational Environment Perception (SNEEP)" developed by the researcher to explore the relationship between perceived educational environment and academic achievement among critical care student nurses. Results: Students aged between 22 to 28 years old and half of them were single, while 58% of students had grade point average (GPA) between 2 to 3.49 and most students perceived their educational environment as more positive than negative, whereas the mean of their perception score was 138.58 ± 11.44. Finally, there was no statistical significant relationship between students' academic achievement and their both clinical and educational environment perception. Conclusions: Despite the students perceived their clinical and educational environment as more positive than negative indicating their high level of satisfaction in most of areas of critical care nursing course, the current study revealed no significant correlation between students' clinical and educational environment perception with their GPA. This necessitates the need for ongoing evaluation of learning environment for the same course and other courses to address any further correlation factors that may hinder the learning of students with unsatisfactory academic achievement.

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Views and perceptions of nursing students on their clinical learning environment: Teaching and learning

Cited by 138 publications

References 23 publications

Theory and practice in the construction of professional identity in nursing students: A qualitative study

Theory and practice in the construction of professional identity in nursing students: A qualitative study

Self-Evaluation in a Clinical Setting to Develop Nursing Students’ Clinical Judgment

Exploring the relationship between perceived educational environment and academic achievement among critical care nursing students

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