Hemşirelik Öğrencilerinin Klinik Öğrenme Ortamına İlişkin Görüşleri ve Etkileyen Faktörler: Kesitsel Bir Çalışma

Abstract

Amaç Bu çalışma hemşirelik öğrencilerinin Pediatri Hemşireliği dersinin klinik öğrenme ortamına ilişkin görüşlerini ve etkileyen faktörleri belirlemek amacıyla yapılmıştır. Yöntem Tanımlayıcı ve kesitsel tipteki bu çalışmada Pediatri Hemşireliği dersine kayıt yaptıran ve klinik uygulamalarını tamamlayan 87 hemşirelik öğrencisi oluşturmuştur. Araştırmada “Demografik Bilgi Formu” ve “Klinik Öğrenme Ortamı, Süpervizyon ve Hemşire Öğretmen Ölçeği” kullanılmıştır. Bulgular Hemşirelik öğrencileri Klinik Öğrenme Ortamı, Süpervizyon ve Hemşire Öğretmen Ölçeğinin en yüksek puanı alan alt boyutu hemşire öğretim elemanı, en düşük puanı alan alt boyutu ise klinikteki hemşirelik bakımı olmuştur. Öğrencilerin %59,8’i klinik ortamdan memnundur. Bu çalışmada akademik başarı durumu Klinik Öğrenme Ortamı, Süpervizyon ve Hemşire Öğretmen Ölçeğinin sadece klinik öğrenme ortamı alt boyutunda anlamlı olduğu, diğer alt boyutları üzerinde anlamlı bir etkisi olmadığı bulunmuştur (p>0,05). Klinik uygulama sorumlusu değişkeni ölçeğin sadece öğretim elemanı puanı alt boyutunda anlamlı olduğu, diğer alt boyutlarında anlamlı olmadığı belirlenmiştir. Sonuç Bu çalışmada öğrencilerin Klinik Öğrenme Ortamı, Süpervizyon ve Hemşire Öğretmen Ölçeğinin tüm alt boyutlarından iyi puan aldığı ve klinik öğrenme ortamından memnun olduğu saptanmıştır.

Keywords

• Klinik eğitim
• klinik öğrenme ortamı
• hemşirelik eğitimi
• hemşirelik öğrencileri

Nursing Students’ Views on the Clinical Learning Environment and Affecting Factors: A Cross- Sectional Study

Abstract

Aim The aim of this study was to determine nursing students’ opinions about the clinical learning environment of the Pediatric Nursing course and the affecting factors. Method In this descriptive and cross-sectional study consisted of 87 nursing students who were enrolled in the Pediatric Nursing course and completed their clinical practice. In this study, “Demographic Information Form” and “The Clinical Learning Environment, Supervision and Nurse Teacher Scale” were used. Results The highest sub-dimension of the Clinical Learning Environment, Supervision and Nurse Teacher scale of nursing students was nurse faculty member and the lowest sub-dimension was nursing care in the clinic. 59.8% of students are satisfied with the clinical learning environment. This study, academic achievement was found to be significant only in the clinical learning environment sub-dimension of the Clinical Learning Environment, Supervision and Nurse Teacher Scale and had no significant effect on the other sub-dimensions (p>0,050). It was found that the clinical practice supervisor variable was significant only in the faculty member score sub-dimension of the scale and was not significant in the other sub-dimensions. Conclusions This study shows that the students scored well in all subscales of the Clinical Learning Environment, Supervision and Nurse Teacher Scale and were satisfied with the clinical learning environment.

Keywords

• Clinical education
• clinical learning environment
• nursing education
• nursing students

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