The clinical learning environment and supervision by staff nurses: developing the instrument

Area of Science:

• Nursing Education
• Healthcare Management
• Clinical Psychology

Background:

• Effective clinical learning environments and supervision are essential for developing competent nurses.
• Student perceptions of the clinical learning environment and supervision significantly impact learning outcomes.
• Existing instruments may not fully capture the multifaceted nature of clinical learning experiences.

Purpose of the Study:

• To describe nursing students' perceptions of their clinical learning environment and supervision.
• To develop and validate an evaluation scale for the clinical learning environment and supervision.
• To identify key factors influencing student learning within clinical settings.

Main Methods:

• Data collected using the Clinical Learning Environment and Supervision (CLES) instrument from 416 nursing students in Finland.
• Instrument development based on literature review and empirical testing.
• Exploratory factor analysis used to assess construct validity and identify key factors.

Main Results:

• Supervision method, frequency of sessions, and psychological content of supervisory contact are vital within a positive ward atmosphere.
• The supervisory relationship emerged as the most critical factor for student clinical learning.
• Ward manager's style and nursing premises significantly contribute to a 'good' clinical learning environment.

Conclusions:

• Ward managers play a key role in fostering positive ward cultures and supporting student learning needs.
• The CLES instrument provides a valid measure for evaluating clinical learning environments and supervision.
• Findings support existing models of clinical learning environments and highlight the importance of supervisory relationships and supportive management.