RESEARCH ARTICLE


Nursing Students’ Perception of the Clinical Learning Environment



Kamila Alammar1, Muayyad Ahmad2, *, Sultanah Almutairi1, Olfat Salem3
1 Department of Administration, King Fahad Medical City, Riyadh 12231, Saudi Arabia
2 Department of Clinical Nursing, School of Nursing, The University of Jordan, Queen Rania St., Jordan
3 Department of Nursing Administration, King Saud University, Riyadh 11451, Saudi Arabia


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Creative Commons License
© 2020 Alammar et al.

open-access license: This is an open access article distributed under the terms of the Creative Commons Attribution 4.0 International Public License (CC-BY 4.0), a copy of which is available at: (https://creativecommons.org/licenses/by/4.0/legalcode). This license permits unrestricted use, distribution, and reproduction in any medium, provided the original author and source are credited.

* Address correspondence to this author at the Department of Clinical Nursing, School of Nursing, The University of Jordan, Queen Rania St., Jordan; E-mail: mma4@ju.edu.jo


Abstract

Introduction:

Clinical learning environment placements provide opportunities for students to develop their skills, socialize to the profession and bridge the gap between academic and workplace learning. This study was conducted to investigate Saudi nursing students’ perceptions of their clinical learning environment and supervision in the hospital setting.

Methods:

A sample of 90 final year student nurses completing practicums at a tertiary hospital in Riyadh was included in this cross-sectional study utilizing the Clinical Learning Environment and Supervision plus Nurse Teacher scale.

Results:

Overall, students perceived their clinical learning environment positively. Among sub-scores, that for the leadership style of ward manager was the highest. Supervision types, nursing-teacher teacher-visit frequency and grade point average positively and significantly impacted student’s perceptions, while university type and practicum duration did not.

Conclusion:

Students confirmed the ward manager’s leadership style as the most significant influencing their perceptions. However, the nursing teacher’s role had the lowest mean score, suggesting the need for its enhancement and clarification and indicating the need for better communication and collaboration between nursing schools and the clinical training hospital.

Keywords: Nursing, Students, Clinical learning environment, Preceptor, Nursing teacher, Supervision.