Nursing Students’ Perception of the Clinical Learning Environment: A Correlational Study

International Journal of Nursing and Health Science

© 2022 by SSRG - IJNHS Journal

Volume 8 Issue 1

Year of Publication : 2022

Authors : Dodou Sanyang, Chia-Jung Hsieh, Chia-Mei Tsai, Shu-Ling Lin

10.14445/24547484/IJNHS-V8I1P104

How to Cite?

Dodou Sanyang, Chia-Jung Hsieh, Chia-Mei Tsai, Shu-Ling Lin, "Nursing Students’ Perception of the Clinical Learning Environment: A Correlational Study," SSRG International Journal of Nursing and Health Science, vol. 8,  no. 1, pp. 27-33, 2022. Crossref, https://doi.org/10.14445/24547484/IJNHS-V8I1P104

Abstract:

This study explored the practicum and supervision factors that influence nursing students' perception of and satisfaction in the clinical learning environment. A cross-sectional descriptive design was used. We used a convenient sample of 270 students recruited from four public nurse training institutions. The Clinical Learning Environment (CLE) Supervision + Nurse Teacher scale was used. A hierarchical multiple regression analysis was conducted. After controlling for demographic variables, practicum and supervision factors were inserted into the model in the second step, and changes in adjusted R2 were noted. Nursing students' perception of the CLE was 3.56 ± 0.78 and satisfaction 3.56±1.12. The leadership style of the ward manager was the sub-dimension with the highest perception score. Supervision and practicum factors were the most influential factors in nursing students’ perception of and satisfaction with their CLE. After controlling for age and place of practicum, the intensity of supervision was the largest significant predictor of nursing students' perception of and satisfaction with the CLE. Conclusion: Nurse educators can improve students' perception of and satisfaction with their clinical learning environment by improving how students are supervised during clinical placements.

Keywords:

Clinical Learning Environment, Nursing Student, Perception, Satisfaction.

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