PERCEPTIONS OF ACTUAL AND PREFERRED HOSPITAL CLINICAL LEARNING ENVIRONMENT OF STUDENT NURSES

Project Abstract

ABSTRACT Background The clinical learning environment plays a crucial role in shaping the experiences and competencies of student nurses. Understanding the perceptions of student nurses regarding their actual and preferred hospital clinical learning environment is essential for improving nursing education and training. Methods This study employed a cross-sectional design and utilized a survey questionnaire to collect data from a sample of student nurses in hospital settings. The questionnaire included items related to various aspects of the clinical learning environment, such as the physical environment, supervisory support, peer relationships, and overall satisfaction. Results The results indicated that there was a disparity between the perceptions of the actual clinical learning environment and the preferred clinical learning environment among student nurses. While some aspects of the actual environment were rated positively, such as supervisory support and teamwork, other areas, such as the adequacy of resources and the level of autonomy granted to students, were identified as areas needing improvement. Conclusion The findings suggest that student nurses have clear preferences for their ideal clinical learning environment, which may not always align with the reality of their current experiences. Addressing the gaps between actual and preferred environments is crucial for enhancing the quality of nursing education and ensuring that student nurses are adequately prepared for their future roles. By listening to the voices of student nurses and implementing changes based on their feedback, hospitals and educational institutions can create more supportive and conducive learning environments that promote student success and well-being.

Project Overview

<p> </p><p><strong>INTRODUCTION</strong></p><p><strong>Background to the Study</strong></p><p>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 &amp; 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 &amp; Thomas 2009).</p><p>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 &amp; D.O.H 2001).</p> <br><p></p>