PubMed · 8552506
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J Brown. Learning disabilities. Foundation course.. https://pubmed.ncbi.nlm.nih.gov/8552506/
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The aims of this study were (1) to describe students' perceptions of the clinical learning environment and clinical supervision and (2) to develop an evaluation scale by using the empirical results of this study. The data were collected using the Clinical Learning Environment and Supervision instrument (CLES). The instrument was based on the literature review of earlier studies. The derived instrument was tested empirically in a study involving nurse students (N=416) from four nursing colleges in Finland. The results demonstrated that the method of supervision, the number of separate supervision sessions and the psychological content of supervisory contact within a positive ward atmosphere are the most important variables in the students' clinical learning. The results also suggest that ward managers can create the conditions of a positive ward culture and a positive attitude towards students and their learning needs. The construct validity of the instrument was analysed by using exploratory factor analysis. The analysis indicated that the most important factor in the students' clinical learning is the supervisory relationship. The two most important factors constituting a 'good' clinical learning environment are the management style of the ward manager and the premises of nursing on the ward. The results of the factor analysis support the theoretical construction of the clinical learning environment modelled by earlier empirical studies.
The aim of this study was to investigate the associations between student learning outcomes from their clinical placement and their perceptions of the social climate of the clinical learning environment. The Clinical Learning Environment Inventory (CLEI) was used to collect data. The final sample group consisted of 108 second-year nursing students undertaking clinical placement in 14 metropolitan hospitals in South Australia. Findings from the study suggested that students' perceptions of the outcomes of their clinical placement are strongly associated with all five scales of the CLEI namely; Individualisation, Innovation, Involvement, Personalisation and Task Orientation. It is interesting to note that student who perceived the outcomes of their clinical placement as greatly positive, have placed high expectations on the scale, Task Orientation. The study also found that there were significant differences between students' perceptions of the actual clinical learning environment with their preferred clinical learning environment. The value of this study lies in the resulting implication for nursing education and future research. A better understanding of what constitutes quality clinical education from the students' perspective would be valuable in providing better educational experiences.
AIM OF THE STUDY: To evaluate the personal and professional impact of undertaking a 15-week degree level module on nursing as human caring. BACKGROUND: Little is known about how to teach and enhance caring practices. An innovative module was implemented on a 4-year, postregistration nursing degree course in Wales to develop students' capacity to be caring practitioners. An understanding of its impact was sought to facilitate better future preparation of students. RESEARCH METHODS: A full cohort of 25 part-time students, divided into four groups, participated in audio-taped focus groups before and after undertaking the module. FINDINGS: From a personal perspective, the students experienced increased spiritual awareness characterized by: (1) enhanced connecting relationships with self and others, (2) finding purpose and meaning in life, and (3) clarification of values. Professionally, the module resulted in: (1) an increased knowledge and understanding of caring theory and related concepts, (2) a more holistic approach to care, and (3) enhanced caring practice. CONCLUSIONS: Education may enhance students' capacity to be caring practitioners. Spirituality, in particular, was illuminated for the students as an important means of developing both themselves and their caring practices. They experienced transformative learning, and the focus groups, employed as the research method, served as a useful vehicle in this process. Reflective groups will be used as a teaching method on future modules.