The clinical learning environment: nurses' perceptions of professional development in clinical settings

Area of Science:

• Nursing
• Organizational Psychology
• Workplace Learning

Background:

• The social context of registered nurses' (RNs) work environments and its impact on professional development remain underexplored.
• Effective learning environments are crucial for RNs' continuous growth and skill enhancement.
• Understanding these factors is vital for improving nursing practice and retention.

Purpose of the Study:

• To identify and explore attributes of effective learning environments in clinical settings for RNs.
• To examine the relationship between organizational and social factors and perceived professional development in nursing.
• To develop and test a conceptual framework for assessing these relationships.

Main Methods:

• An initial exploratory study informed the development of a conceptual framework.
• A questionnaire was administered to 516 registered and student nurses.
• Statistical analysis was used to assess organizational and social factors linked to professional development.

Main Results:

• A significant positive correlation was found between professional development and six key variables: autonomy, recognition, role clarity, job satisfaction, quality of supervision, and peer support.
• These six variables explained nearly 40% of the variance in perceived professional development.
• Significant differences in these factors were observed between hospitals and wards, indicating varying learning environments.

Conclusions:

• Organizational and social factors significantly influence registered nurses' perceived professional development.
• Specific environmental attributes, such as autonomy, recognition, and peer support, are crucial for fostering learning.
• Interventions aimed at improving these factors within clinical settings can enhance professional development and potentially improve nursing retention.