What Academic Factors Influence Satisfaction With Clinical Practice in Nursing Students? Regressions vs. fsQCA

Abstract

Clinical practices are considered one of the cornerstones in nurses' education. This study provides a framework to determine how factors in the academic environment, influence nursing student's satisfaction with their practices. A cross-sectional analytical study was conducted in a convenience sample of 574 nursing students at a private university in Valencia, during the 2016/2017 academic year, 79% (456) were women. Two statistical methodologies were used for data analysis: hierarchical regression models (HRM) and fuzzy sets qualitative comparative analysis (fsQCA). The HRM indicate that the students' mean score influences all dimensions of satisfaction. Furthermore, in the fsQCA, the type of service and center, as well as the type of management, the preference in the choice of the practice center and the number of students per period per clinical educator influence satisfaction with clinical practices. These results could be used to understand how academic factors influence nursing students' satisfaction with their clinical practices and to create intervention programmes that improve it. This will help prepare students to be the future nursing workforce.

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

“…Numerous variables, including social, psychological, environmental, and academic factors, can have an impact on a nursing student's satisfaction with their clinical experience and their subsequent involvement in the process [21,22].…”

“…Numerous variables, including social, psychological, environmental, and academic factors, can have an impact on a nursing student's satisfaction with their clinical experience and their subsequent involvement in the process [ 21 , 22 ]. The preference for the practice center, the mean student grade, the distance to the practice center, the number of students assigned to the clinical educator, the type of service, the type of center, and the type of management were the factors influencing satisfaction with their CLE [ 1 , 18 , 23 ].…”

Achieving nursing students' clinical practice hours during the COVID‐19 pandemic: Effects of alternative and nonstandard practicum methods

“…Although there is a large body of literature regarding satisfaction with clinical practicums, the factors affecting student satisfaction with their clinical practicum could vary by pandemic situations (DiMattio & Hudacek, 2020). Therefore, nurse educators should develop strategies to promote students' satisfaction with their clinical practicums as a newly identified factor influencing their clinical learning during the pandemic, along with previously identified factors, such as clinical learning environment, academic variables and the educator–student relationship (DiMattio & Hudacek, 2020; Fernández‐García et al, 2020). Identifying factors affecting the nursing students' satisfaction with their clinical practicum during the pandemic is necessary to manage the implementation of nursing practicum in future.…”

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

“…The reciprocity of peer learning partnerships facilitates understanding of mentorship, creates a heightened sense of readiness for professional practice, and helps more experienced students gain confidence. Other factors related to the higher education of clinical training and that have been highlighted for their influence on the learning environment are preference in the choice of the clinical training placement, students' high mean score, hospital and public management (Fernández‐García et al, 2020), a small number of students supervised by the clinical educators (Fernández‐García et al, 2021), and mentorship continuity (Lee & Chiang, 2021). Thus, adequate organization of clinical training is a key element for improving learning outcomes and the satisfaction of nursing students (Bisholt et al, 2014; Payne, 2016).…”