Clinical Learning Environment: Perceptions of Palestinian Nursing Students

Area of Science:

• Nursing Education
• Healthcare Quality
• Student Professional Development

Background:

• The clinical learning environment is crucial for nursing students' skill development and transition into practice.
• Effective supervision and a supportive learning environment are key components of nursing education.
• Understanding student perceptions is vital for enhancing clinical training quality.

Purpose of the Study:

• To assess Palestinian undergraduate nursing students' perceptions of their clinical learning environment and supervision.
• To identify specific aspects of the clinical learning environment that are perceived positively or negatively by students.
• To explore factors influencing these perceptions, such as year of study and training location.

Main Methods:

• A descriptive cross-sectional study was conducted with 308 undergraduate nursing students from Arab American University-Palestine.
• Data were collected using the validated Arabic version of the Clinical Learning Environment and Supervision plus Nurse Teacher scale.
• Convenience sampling was employed for student recruitment.

Main Results:

• Overall positive perceptions of the clinical learning environment were reported (Mean=130.56 ± 21.03).
• The "supervisory relationship" and "role of nurse teacher" received the highest ratings (Mean=3.85 ± 0.82 each).
• The "leadership style of the ward manager" received the lowest rating (Mean=3.8 ± 0.84). Fourth-year students and those trained in public hospitals reported significantly more positive perceptions (P<.001). Higher professional satisfaction correlated with more positive perceptions (P<.001).

Conclusions:

• Palestinian nursing students generally hold positive views of their clinical learning environment, particularly valuing supervision and nurse teachers.
• There is a clear need to enhance the leadership style of ward managers within clinical settings.
• Strengthening partnerships between nursing faculties and healthcare facilities is essential to address identified areas for improvement and optimize student preparation for professional practice.