Exploring nursing students' perceptions of the clinical learning environment: a sequential mixed-methods study at two...

Area of Science:

• Nursing Education
• Clinical Experiential Learning
• Healthcare Professional Development

Background:

• Clinical experiential learning is crucial for nursing students to bridge theoretical knowledge and practical application.
• Effective evaluation of clinical placements is essential for optimizing the learning experience.
• This study investigates nursing students' perceptions of their clinical learning environment and satisfaction levels.

Purpose of the Study:

• To evaluate nursing students' perceptions of the clinical learning environment.
• To identify factors influencing student satisfaction in clinical placements.
• To assess the effectiveness of clinical learning environments in two public nursing institutes.

Main Methods:

• An explanatory sequential mixed-method design was employed.
• Quantitative data collected using the Clinical Learning Environment, Supervision and Nurse Teacher (CLES+T) scale from 486 students.
• Qualitative data gathered through semi-structured interviews with 26 students, with findings integrated via a joint display.

Main Results:

• Overall student dissatisfaction with clinical placements, indicated by a low CLES+T score (2.51 ± 0.32).
• Students reported higher satisfaction in hospital settings compared to primary healthcare centers (p < 0.001).
• Key challenges included unsuitable learning environments, theory-practice gaps, inadequate supervision, and ineffective nurse teacher roles.

Conclusions:

• Students perceived their clinical placements as below average, despite national training reforms.
• Persistent structural, organizational, and supervisory deficiencies were identified.
• Recommendations include strengthening the role of clinical nurse instructors and improving collaborations between educational institutions and clinical settings.