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Relationship Between the Clinical Learning Environment and Caring Behaviors Among Baccalaureate Nursing Students
Ergie P Inocian1, Susan H Kelly, Emmanuel D Paragas
1About the Authors Ergie P. Inocian, EdD, RN, CNOR, CMSRN, is a clinical assistant professor, School of Nursing, Duquesne University, Pittsburgh, Pennsylvania. Susan H. Kelly, EdD, RN, CMSRN, CNE, CHSE, is a clinical associate professor, School of Nursing, Duquesne University. Emmanuel D. Paragas, Jr., DNS, APRN, FNP-BC, is a nurse practitioner, Department of Hematology, Wheeling Hospital, Wheeling, West Virginia. Rhea Faye D. Felicilda-Reynaldo, EdD, RN, is adjunct faculty, Post University, Waterbury, Connecticut. Melanie T. Turk, PhD, RN, is an associate professor, School of Nursing, Duquesne University.
Abstract:
Caring is a fundamental professional nursing value. This study examined the effect of the clinical learning environment (CLE) on nursing students' caring behaviors during the COVID-19 pandemic. Valuing nursing work in the CLE increased the knowledge and skills aspect of caring behavior. Higher CLE scores in affordances and engagement and student centeredness increased the respectful deference of others and positive connectedness aspects of caring behaviors. These results may inform efforts to promote aspects of nursing students' caring behaviors during global health emergencies by enhancing the value of nursing work, engagement, and student-focused qualities of the CLE.
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