Birgitta Bisholt1, Ulla Ohlsson2, Agneta Kullén Engström3, Annelie Sundler Johansson4, Margareta Gustafsson2. 1. Department of Health Sciences, Karlstad University, S-651 88 Karlstad, Sweden. Electronic address: birgitta.bisholt@kau.se. 2. School of Health and Medical Sciences, Örebro University, Örebro, Sweden. 3. School of Health, University of Borås, Borås, Sweden. 4. School of Life Sciences, University of Skövde, Skövde, Sweden.
Abstract
INTRODUCTION: Nursing students perform their clinical practice in different types of clinical settings. The clinical learning environment is important for students to be able to achieve desired learning outcomes. Knowledge is lacking about the learning environment in different clinical settings. AIM: The aim was to compare the learning environment in different clinical settings from the perspective of the nursing students. DESIGN: A cross-sectional study with comparative design was conducted. METHOD: Data was collected from 185 nursing students at three universities by means of a questionnaire involving the Clinical Learning Environment, Supervision and Nurse Teacher (CLES + T) evaluation scale. An open-ended question was added in order to ascertain reasons for dissatisfaction with the clinical placement. RESULTS: The nursing students' satisfaction with the placement did not differ between clinical settings. However, those with clinical placement in hospital departments agreed more strongly that sufficient meaningful learning situations occurred and that learning situations were multi-dimensional. Some students reported that the character of the clinical setting made it difficult to achieve the learning objectives. CONCLUSION: In the planning of the clinical placement, attention must be paid to whether the setting offers the student a meaningful learning situation where the appropriate learning outcome may be achieved.
INTRODUCTION: Nursing students perform their clinical practice in different types of clinical settings. The clinical learning environment is important for students to be able to achieve desired learning outcomes. Knowledge is lacking about the learning environment in different clinical settings. AIM: The aim was to compare the learning environment in different clinical settings from the perspective of the nursing students. DESIGN: A cross-sectional study with comparative design was conducted. METHOD: Data was collected from 185 nursing students at three universities by means of a questionnaire involving the Clinical Learning Environment, Supervision and Nurse Teacher (CLES + T) evaluation scale. An open-ended question was added in order to ascertain reasons for dissatisfaction with the clinical placement. RESULTS: The nursing students' satisfaction with the placement did not differ between clinical settings. However, those with clinical placement in hospital departments agreed more strongly that sufficient meaningful learning situations occurred and that learning situations were multi-dimensional. Some students reported that the character of the clinical setting made it difficult to achieve the learning objectives. CONCLUSION: In the planning of the clinical placement, attention must be paid to whether the setting offers the student a meaningful learning situation where the appropriate learning outcome may be achieved.
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