Nursing Students\' Perspective toward Clinical Learning Environment
Introduction: The prosperity of nursing educational programs depends on the efficiency and sufficiency of clinical experiences. One of the most important factors recognized in this field is learning environment. In this study, different aspects of clinical environment have been evaluated from studen...
| Main Authors: | , |
|---|---|
| Format: | Article |
| Language: | fas |
| Published: |
Isfahan University of Medical Sciences, Medical Education Development Center
2009-10-01
|
| Series: | مجله ایرانی آموزش در علوم پزشکی |
| Subjects: | |
| Online Access: | http://ijme.mui.ac.ir/article-1-978-en.pdf |
| Summary: | Introduction: The prosperity of nursing educational programs depends on the efficiency and sufficiency of clinical experiences. One of the most important factors recognized in this field is learning environment. In this study, different aspects of clinical environment have been evaluated from students' viewpoints.
Methods: All interns attaining clinical experiences in the wards of pediatrics, neurosurgical ICU, recovery, surgical ICU, surgical emergencies, men medical emergencies, and obstetrics and gynecology took part in this descriptive cross-sectional study. Data gathering tool was a 50 item questionnaire developed through combining two questionnaires of clinical learning environment scale and clinical learning environment and supervision. Students assessed their clinical environment by completing this questionnaire during the second semester of 2006-2007 academic year. Data was analyzed by SPSS software using ANOVA and Post-hoc tests in order to compare the means of the ranks.
Results: The mean of given ranks to the learning environment of different wards varied from 1.4 to 4.1 out of five. Four wards of surgical emergencies, male medical emergencies, pediatrics and recovery received a score of 3 or less while, other 3 wards had a score between 3 and 4. The evaluated wards were different in 6 of the variables including management pattern of ward administrator, learning in the ward, the commitment of nursing supervisor, the manner of communication with patient, the relationship between personnel and students, and students' satisfaction. But, no significant difference was observed in nursing students' percep-tion of the ward's atmosphere, the status of nursing care, and interpersonal and supervision relationships in different wards.
Conclusion: From the students' viewpoints, learning environment and its related variables vary in different wards. More attention has to be paid to the quality improvement of different wards. |
|---|---|
| ISSN: | 1608-9359 1735-8892 |