Background: The acquisition of quality clinical experience within a supportive and pedagogically adjusted clinical\nlearning environment is a significant concern for educational institutions. The quality of clinical learning usually\nreflects the quality of the curriculum structure. The assessment of the clinical settings as learning environment is a\nsignificant concern within the contemporary nursing education. The nursing students� satisfaction is considered as\nan important factor of such assessment, contributing to any potential reforms in order to optimize the learning\nactivities and achievements within clinical settings.\nThe aim of the study was to investigate nursing students� satisfaction of the clinical settings as learning\nenvironments.\nMethod: A quantitative descriptive, correlational design was used. A sample of 463 undergraduate nursing students\nfrom the three universities in Cyprus were participated. Data were collected using the Clinical Learning\nEnvironment, Supervision and Nurse Teacher (CLES + T).\nResults: Nursing students were highly satisfied with the clinical learning environment and their satisfaction has\nbeen positively related to all clinical learning environment constructs namely the pedagogical atmosphere, the\nWard Manager�s leadership style, the premises of Nursing in the ward, the supervisory relationship (mentor) and\nthe role of the Nurse Teacher (p < 0.001). Students who had a named mentor reported more satisfied with the\nsupervisory relationship. The frequency of meetings among the students and the mentors increased the students�\nsatisfaction with the clinical learning environment. It was also revealed that 1st year students were found to be\nmore satisfied than the students in other years.\nConclusion: The supervisory relationship was evaluated by the students as the most influential factor in\ntheir satisfaction with the clinical learning environment. Student�s acceptance within the nursing team and a\nwell-documented individual nursing care is also related with students� satisfaction. The pedagogical atmosphere\nis considered pivotal, with reference to students� learning activities and competent development within the\nclinical setting. Therefore, satisfaction could be used as an important contributing factor towards the development\nof clinical learning environments in order to satisfy the needs and expectations of students. The value of the\ndevelopment of an organized mentorship system is illustrated in the study.
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