Project Abstract

Abstract
Clinical learning environments play a crucial role in shaping the knowledge, skills, and attitudes of nursing students. This study aimed to explore and compare student nurses' perceptions of their actual clinical learning environment (CLE) with their preferred CLE in hospital settings. A mixed-methods approach was employed, with surveys and focus group discussions conducted with a sample of student nurses in various hospitals. The findings revealed that student nurses perceived the actual CLE as moderately positive, highlighting aspects such as support from clinical staff, opportunities for hands-on learning, and exposure to a variety of clinical cases. However, areas for improvement were also identified, including concerns about workload, lack of feedback from preceptors, and inadequate opportunities for active participation in patient care. In contrast, when asked about their preferred CLE, student nurses expressed a strong desire for increased opportunities for skill development, more constructive feedback from preceptors, and a supportive learning environment that fosters their confidence and autonomy. The preference for a more student-centered approach to learning was evident, with students valuing opportunities for reflection, critical thinking, and independent decision-making. The discrepancies between actual and preferred CLE perceptions underscore the importance of aligning educational strategies with student needs and expectations. Recommendations include enhancing preceptor training to provide more meaningful feedback, optimizing clinical placements to ensure a balance between observation and hands-on practice, and fostering a culture of mutual respect and collaboration between students and clinical staff. Overall, this study contributes to the ongoing dialogue about the quality of clinical learning experiences for nursing students in hospital settings. By understanding and addressing the gap between actual and preferred CLE perceptions, educators and healthcare institutions can work together to create enriching learning environments that support student nurses' professional growth and development. Further research is warranted to explore additional factors influencing student perceptions of the CLE and to evaluate the effectiveness of interventions aimed at improving the quality of clinical education for future nursing professionals.

Project Overview

INTRODUCTION

Background to the Study

Nursing is a practice based profession with clinical education as an essential part of the nursing curriculum. Clinical practice is the focus for students learning and clinical placement/ posting constitutes one of the most integral components in the nursing education. Clinical placement is the venue where skills, knowledge and attitudes developed in the theoretical part of the curriculum are applied, developed and integrated into practice (Newton, Jolly, Ockerby & Cross, 2010). According to Norman (2009), clinical practice setting provides students with unique learning opportunities in which classroom theory and skills are put to the test with real life situations. Besides the clinical training foster students in the application of knowledge, skill and attitude to clinical field of situations, it is vital that valuable clinical time should be utilized effectively and productively. Zilembo and Montereso (2008) stressed the implication of practicing in an appropriate clinical learning environment at the proper time in order that theory and practice can complement each other. Nursing students perceived the clinical setting as the most influential context for acquiring knowledge and nursing skills (Al-Kandari, Vidal & Thomas 2009).

The importance of learning in the clinical area has been a major emphasis in the United Kingdom and other parts of the world, Nigeria inclusive. Providing quality clinical training with an emphasis on improvement and development is paramount in ensuring that students experience good quality care and treatment of patients and clients (E.N.B & D.O.H 2001).