Creating supportive clinical learning environments: an intervention study.

Area of Science:

• Nursing Education
• Clinical Learning Environment
• Workplace Learning

Background:

• Student learning in clinical practicum is significantly influenced by interactions with ward staff.
• Registered nurses play a crucial role in maximizing student learning during clinical placements.
• Effective preparation of registered nurses is essential for optimizing the clinical learning experience.

Purpose of the Study:

• To evaluate the impact of a capacity-building intervention for registered nurses.
• To enhance the clinical learning environment for undergraduate nursing students.
• To improve the psycho-social learning environment during clinical placements.

Main Methods:

• A quasi-experimental design was employed.
• The intervention involved interactive education for registered nurses over six weeks in acute surgical wards.
• Student perceptions of the psycho-social learning environment were measured before, during, and after the intervention.

Main Results:

• Students undertaking clinical practicum during the intervention reported significantly higher ratings of the psycho-social clinical learning environment.
• The capacity building intervention positively impacted students' perceptions of their learning environment.
• These positive effects were observed in first, second, and third-year nursing students (n=62).

Conclusions:

• Capacity building sessions led by experienced researchers/educators can effectively support registered nurses in engaging with students.
• While capacity building can improve clinical practice, sustained change requires embedded structures and processes.
• The study highlights the importance of ongoing support and systemic integration for lasting improvements in clinical learning environments.