Nursing students' assessment of the learning environment in different clinical settings
Nursing students' assessment of the learning environment in different clinical settings
复制标题
DOI：
10.1016/j.nepr.2013.11.005
复制
发表时间：
2014-05-01
影响因子：
3.2
通讯作者：
Gustafsson, Margareta
中科院分区：
文献类型：
--
作者：
Bisholt, Birgitta;Ohlsson, Ulla;Gustafsson, Margareta
导论：护生在不同类型的临床环境中进行临床实习。临床学习环境对于学生能够达到预期的学习效果很重要。目的：从护生的角度对不同临床环境下的学习环境进行比较。设计：采用横断面研究，采用对比设计。[方法]采用临床学习环境、督导和护师(CLES+T)评定量表，对3所高校185名护生进行问卷调查。结果：不同临床环境下护生对临床实习的满意度无差异。然而，那些在医院科室进行临床安置的人更强烈地同意存在足够的有意义的学习情景，并且学习情景是多维的。一些学生反映，临床环境的特点使学习目标难以实现。结论：在临床安置的规划中，必须注意该环境是否为学生提供了一个有意义的学习情境，以实现适当的学习结果。(C)2013爱思唯尔有限公司。保留所有权利。
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. (C) 2013 Elsevier Ltd. All rights reserved.