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Christos Andreou - One of the best experts on this subject based on the ideXlab platform.
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nursing students satisfaction of the clinical Learning Environment a research study
BMC Nursing, 2016Co-Authors: Evridiki Papastavrou, Maria Dimitriadou, Haritini Tsangari, Christos AndreouAbstract:The acquisition of quality clinical experience within a supportive and pedagogically adjusted clinical Learning Environment is a significant concern for educational institutions. The quality of clinical Learning usually reflects the quality of the curriculum structure. The assessment of the clinical settings as Learning Environment is a significant concern within the contemporary nursing education. The nursing students’ satisfaction is considered as an important factor of such assessment, contributing to any potential reforms in order to optimize the Learning activities and achievements within clinical settings. The aim of the study was to investigate nursing students’ satisfaction of the clinical settings as Learning Environments. A quantitative descriptive, correlational design was used. A sample of 463 undergraduate nursing students from the three universities in Cyprus were participated. Data were collected using the Clinical Learning Environment, Supervision and Nurse Teacher (CLES + T). Nursing students were highly satisfied with the clinical Learning Environment and their satisfaction has been positively related to all clinical Learning Environment constructs namely the pedagogical atmosphere, the Ward Manager’s leadership style, the premises of Nursing in the ward, the supervisory relationship (mentor) and the role of the Nurse Teacher (p < 0.001). Students who had a named mentor reported more satisfied with the supervisory relationship. The frequency of meetings among the students and the mentors increased the students’ satisfaction with the clinical Learning Environment. It was also revealed that 1st year students were found to be more satisfied than the students in other years. The supervisory relationship was evaluated by the students as the most influential factor in their satisfaction with the clinical Learning Environment. Student’s acceptance within the nursing team and a well-documented individual nursing care is also related with students’ satisfaction. The pedagogical atmosphere is considered pivotal, with reference to students’ Learning activities and competent development within the clinical setting. Therefore, satisfaction could be used as an important contributing factor towards the development of clinical Learning Environments in order to satisfy the needs and expectations of students. The value of the development of an organized mentorship system is illustrated in the study.
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nursing students satisfaction of the clinical Learning Environment a research study
BMC Nursing, 2016Co-Authors: Evridiki Papastavrou, Maria Dimitriadou, Haritini Tsangari, Christos AndreouAbstract:Background The acquisition of quality clinical experience within a supportive and pedagogically adjusted clinical Learning Environment is a significant concern for educational institutions. The quality of clinical Learning usually reflects the quality of the curriculum structure. The assessment of the clinical settings as Learning Environment is a significant concern within the contemporary nursing education. The nursing students’ satisfaction is considered as an important factor of such assessment, contributing to any potential reforms in order to optimize the Learning activities and achievements within clinical settings. The aim of the study was to investigate nursing students’ satisfaction of the clinical settings as Learning Environments.
Evridiki Papastavrou - One of the best experts on this subject based on the ideXlab platform.
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nursing students satisfaction of the clinical Learning Environment a research study
BMC Nursing, 2016Co-Authors: Evridiki Papastavrou, Maria Dimitriadou, Haritini Tsangari, Christos AndreouAbstract:The acquisition of quality clinical experience within a supportive and pedagogically adjusted clinical Learning Environment is a significant concern for educational institutions. The quality of clinical Learning usually reflects the quality of the curriculum structure. The assessment of the clinical settings as Learning Environment is a significant concern within the contemporary nursing education. The nursing students’ satisfaction is considered as an important factor of such assessment, contributing to any potential reforms in order to optimize the Learning activities and achievements within clinical settings. The aim of the study was to investigate nursing students’ satisfaction of the clinical settings as Learning Environments. A quantitative descriptive, correlational design was used. A sample of 463 undergraduate nursing students from the three universities in Cyprus were participated. Data were collected using the Clinical Learning Environment, Supervision and Nurse Teacher (CLES + T). Nursing students were highly satisfied with the clinical Learning Environment and their satisfaction has been positively related to all clinical Learning Environment constructs namely the pedagogical atmosphere, the Ward Manager’s leadership style, the premises of Nursing in the ward, the supervisory relationship (mentor) and the role of the Nurse Teacher (p < 0.001). Students who had a named mentor reported more satisfied with the supervisory relationship. The frequency of meetings among the students and the mentors increased the students’ satisfaction with the clinical Learning Environment. It was also revealed that 1st year students were found to be more satisfied than the students in other years. The supervisory relationship was evaluated by the students as the most influential factor in their satisfaction with the clinical Learning Environment. Student’s acceptance within the nursing team and a well-documented individual nursing care is also related with students’ satisfaction. The pedagogical atmosphere is considered pivotal, with reference to students’ Learning activities and competent development within the clinical setting. Therefore, satisfaction could be used as an important contributing factor towards the development of clinical Learning Environments in order to satisfy the needs and expectations of students. The value of the development of an organized mentorship system is illustrated in the study.
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nursing students satisfaction of the clinical Learning Environment a research study
BMC Nursing, 2016Co-Authors: Evridiki Papastavrou, Maria Dimitriadou, Haritini Tsangari, Christos AndreouAbstract:Background The acquisition of quality clinical experience within a supportive and pedagogically adjusted clinical Learning Environment is a significant concern for educational institutions. The quality of clinical Learning usually reflects the quality of the curriculum structure. The assessment of the clinical settings as Learning Environment is a significant concern within the contemporary nursing education. The nursing students’ satisfaction is considered as an important factor of such assessment, contributing to any potential reforms in order to optimize the Learning activities and achievements within clinical settings. The aim of the study was to investigate nursing students’ satisfaction of the clinical settings as Learning Environments.
Dominic S K Chan - One of the best experts on this subject based on the ideXlab platform.
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perception of hospital Learning Environment a survey of hong kong nursing students
Nurse Education Today, 2007Co-Authors: Dominic S K ChanAbstract:Summary The last two decades have seen widespread changes to nurse education but the clinical field remains an essential and invaluable resource in preparing students for the reality of their professional role, supporting the integration of theory and practice, and linking the ‘knowing what’ to do with the ‘knowing how’ to deliver care. The clinical Learning Environment represents a vital element of nurse education that needs to be measurable and warrants further investigation. This survey study examined Hong Kong nursing students’ perception of the social climate of the clinical Learning Environment. Participants were invited to complete the two versions, the Actual and Preferred Forms, of the Clinical Learning Environment Inventory following the completion of their clinical field placement. Two hundred eighty one Actual Forms and 243 Preferred Forms returned. SPPS version 11 was employed to analyse data with descriptive and inferential statistics. It was found that there were significant differences between students’ perceptions of the actual clinical Learning Environment and the ideal clinical Learning Environment they desired. The study highlights the need for a supportive clinical Learning Environment which is of paramount importance for students in clinical practice.
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validation of the clinical Learning Environment inventory
Western Journal of Nursing Research, 2003Co-Authors: Dominic S K ChanAbstract:One hundred eight preregistration nursing students took part in this survey study, which assessed their perceptions of the clinical Learning Environment. Statistical data based on the sample confirmed the reliability and validity of the Clinical Learning Environment Inventory (CLEI), which was developed using the concept of classroom Learning Environment studies. The study also found that there were significant differences between students' actual and preferred perceptions of the clinical Learning Environments. In terms of the CLEI scales, students preferred a more positive and favorable clinical Environment than they perceived as being actually present. The achievement of certain outcomes of clinical field placements might be enhanced by attempting to change the actual clinical Environment in ways that make it more congruent with that preferred by the students.
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development of the clinical Learning Environment inventory using the theoretical framework of Learning Environment studies to assess nursing students perceptions of the hospital as a Learning Environment
Journal of Nursing Education, 2002Co-Authors: Dominic S K ChanAbstract:Clinical Learning is an integral part of nursing education; yet, clinical education has been problematic. Why are some clinical experiences better than others? Various studies have indicated that not all practice settings are able to provide student nurses with a positive Learning Environment. The clinical Learning Environment is a multidimensional entity with a complex social context. Classroom Learning Environment research based on psychosocial educational conceptual frameworks has been well established in the past 30 years, with evidential benefits. Previous research on clinical Learning Environment was examined. However, minimal studies have been conducted on hospital Learning Environments from the psychosocial educational perspective. To maximize nursing students' clinical Learning experiences, the author developed the Clinical Learning Environment Inventory based on the theoretical framework in psychosocial education.
Ida Torunn Bjork - One of the best experts on this subject based on the ideXlab platform.
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nursing students perceptions of their clinical Learning Environment in placements outside traditional hospital settings
Journal of Clinical Nursing, 2014Co-Authors: Ida Torunn Bjork, Karin Berntsen, Grethe Brynildsen, Margrete HestetunAbstract:Aims and objectives To explore students' opinions of the Learning Environment during clinical placement in settings outside traditional hospital settings. Background Clinical placement experiences may influence positively on nursing students attitudes towards the clinical setting in question. Most studies exploring the quality of clinical placements have targeted students' experience in hospital settings. The number of studies exploring students' experiences of the Learning Environment in healthcare settings outside of the hospital venue does not match the growing importance of such settings in the delivery of health care, nor the growing number of nurses needed in these venues. Design A survey design was used. Method The Clinical Learning Environment Inventory was administered to two cohorts of undergraduate nursing students (n = 184) after clinical placement in mental health care, home care and nursing home care. Results Nursing students' overall contentment with the Learning Environment was quite similar across all three placement areas. Students in mental health care had significantly higher scores on the subscale individualisation, and older students had significantly higher scores on the total scale. Compared with other studies where the Clinical Learning Environment Inventory has been used, the students' total scores in this study are similar or higher than scores in studies including students from hospital settings. Conclusion Results from this study negate the negative views on clinical placements outside the hospital setting, especially those related to placements in nursing homes and mental healthcare settings. Relevance to clinical practice Students' experience of the Learning Environment during placements in mental health care, home care and nursing homes indicates the relevance of clinical education in settings outside the hospital setting.
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nursing students perceptions of the clinical Learning Environment in nursing homes
Journal of Nursing Education, 2010Co-Authors: Karin Berntsen, Ida Torunn BjorkAbstract:Clinical placements are important in the Learning pro cesses of nursing students. In Norway, clinical placement in nursing homes is obligatory for nursing students, and this is a demanding and complex setting for Learning. This study aimed to assess how first-year nursing students per ceived their Learning Environment in nursing homes and to explore which factors in the clinical Learning environ ment had the greatest influence on students’ overall satis faction with their clinical placement. Students rated their perceptions of the psychosocial Learning Environment us ing the Clinical Learning Environment Inventory. Stu dents perceived the Learning Environment as moderately positive. Mean scores were the highest on the Personaliza tion subscale and the lowest on the Innovation subscale. Students who highly valued Innovation, Involvement, and Personalization had higher scores on the Satisfaction sub scale. The results of this study indicate that major work is needed to develop the Learning context for students in nursing homes.
Haritini Tsangari - One of the best experts on this subject based on the ideXlab platform.
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nursing students satisfaction of the clinical Learning Environment a research study
BMC Nursing, 2016Co-Authors: Evridiki Papastavrou, Maria Dimitriadou, Haritini Tsangari, Christos AndreouAbstract:The acquisition of quality clinical experience within a supportive and pedagogically adjusted clinical Learning Environment is a significant concern for educational institutions. The quality of clinical Learning usually reflects the quality of the curriculum structure. The assessment of the clinical settings as Learning Environment is a significant concern within the contemporary nursing education. The nursing students’ satisfaction is considered as an important factor of such assessment, contributing to any potential reforms in order to optimize the Learning activities and achievements within clinical settings. The aim of the study was to investigate nursing students’ satisfaction of the clinical settings as Learning Environments. A quantitative descriptive, correlational design was used. A sample of 463 undergraduate nursing students from the three universities in Cyprus were participated. Data were collected using the Clinical Learning Environment, Supervision and Nurse Teacher (CLES + T). Nursing students were highly satisfied with the clinical Learning Environment and their satisfaction has been positively related to all clinical Learning Environment constructs namely the pedagogical atmosphere, the Ward Manager’s leadership style, the premises of Nursing in the ward, the supervisory relationship (mentor) and the role of the Nurse Teacher (p < 0.001). Students who had a named mentor reported more satisfied with the supervisory relationship. The frequency of meetings among the students and the mentors increased the students’ satisfaction with the clinical Learning Environment. It was also revealed that 1st year students were found to be more satisfied than the students in other years. The supervisory relationship was evaluated by the students as the most influential factor in their satisfaction with the clinical Learning Environment. Student’s acceptance within the nursing team and a well-documented individual nursing care is also related with students’ satisfaction. The pedagogical atmosphere is considered pivotal, with reference to students’ Learning activities and competent development within the clinical setting. Therefore, satisfaction could be used as an important contributing factor towards the development of clinical Learning Environments in order to satisfy the needs and expectations of students. The value of the development of an organized mentorship system is illustrated in the study.
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nursing students satisfaction of the clinical Learning Environment a research study
BMC Nursing, 2016Co-Authors: Evridiki Papastavrou, Maria Dimitriadou, Haritini Tsangari, Christos AndreouAbstract:Background The acquisition of quality clinical experience within a supportive and pedagogically adjusted clinical Learning Environment is a significant concern for educational institutions. The quality of clinical Learning usually reflects the quality of the curriculum structure. The assessment of the clinical settings as Learning Environment is a significant concern within the contemporary nursing education. The nursing students’ satisfaction is considered as an important factor of such assessment, contributing to any potential reforms in order to optimize the Learning activities and achievements within clinical settings. The aim of the study was to investigate nursing students’ satisfaction of the clinical settings as Learning Environments.
