Nursing Students' Evaluation of a Team-Based Clinical Learning Environment and Mentoring-A Mixed Methods Study

The clinical learning environment of nursing students is increasingly shifting from individual one-on-one mentoring to a variety of team-based mentoring models. As the mentoring model changes, it is important to pay attention to students' mentoring experiences to ensure the quality of mentoring and a positive learning experience. The aim of this study was to explore nursing students' experiences and evaluation of a team-based clinical learning environment and mentoring, and to identify associated factors.

A mixed methods study design was applied. Data were collected from an online Healthcare feedback survey using a modified Clinical Learning Environment, Supervision and Nurse Teacher instrument (CLES + T) from nursing students (n = 397) who received team-based mentoring in Oulu University Hospital during 2019-2020. The instrument included both quantitative items and qualitative open-ended questions. Quantitative data were analysed using the K-means clustering algorithm, and qualitative data were analysed using content analysis. Convergent mixed methods analysis was applied to compare the results of cluster analysis, defining student profiles, and inductive content analysis of students' evaluation of the clinical learning environment and mentoring.

Three student profiles were identified in total, showing that students rated the clinical learning environment and mentoring more highly when mentors supported their professional development and when learning goals were discussed with the mentor and achieved. Content analysis corroborated these findings, highlighting the importance of enhancing preparation for clinical practice, enabling a well-designed and unified pedagogical learning environment with committed, well-educated and goal-oriented mentors.

Most students were satisfied with team-based clinical practice. In order to support the achievement of students' learning goals and their professional development, the team-based clinical learning environment should be thorough, consistent, safe and motivating in terms of the structures of the pedagogical environment and in mentoring as well as in the preparation of students for team-based learning.

The results of this research can be used to further develop team-based mentoring models of clinical practice and to develop training for mentors.

No Patient or Public Contribution.