Analysis of Clinical Learning Quality Among a Population of Nursing Students: An Observational Study

Clinical placements are an integral part of nursing education and allow students to acquire competencies that cannot be developed through theoretical education alone. Evaluating students' experiences is necessary to ensure high-quality education. This study evaluated the quality of clinical learning among nursing students using the Clinical Learning Quality Evaluation Index.

An observational study was conducted using the 22-item Clinical Learning Quality Evaluation Index. The instrument evaluates tutoring strategies, learning opportunities, safety and quality of care, self-directed learning, and the quality of the learning environment. Additional questions investigated sociodemographic characteristics and information concerning clinical placements.

A total of 981 responses were included. Most participants were female, accounting for 71% of the sample, while 29% were male. Participants were aged between 18 and 39 years. Clinical placement experiences in 42 departments or services were analysed. Twenty-three departments did not reach the selected quality cut-off score of 45, and only one reported an average score close to the maximum of 66. Several associations between questionnaire items and student characteristics were statistically significant, particularly those involving age, placement duration, the presence of other students, and the tutorial model. Third-year students generally demonstrated greater awareness of tutoring quality, learning opportunities, safety, self-directed learning, and the quality of the clinical environment.

Nursing education is continuously evolving, but clinical placement remains a cornerstone of professional education. Clinical tutors play a fundamental role and should receive appropriate preparation to transmit both clinical and relational competencies.