Araştırma Makalesi
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Hemşirelik Öğrencilerinin Klinik Öğrenme Ortamı, Denetim ve Hemşire Öğretim Elemanına İlişkin Algıları: Kesitsel Bir Çalışma

Yıl 2024, , 202 - 213, 27.09.2024
https://doi.org/10.17049/jnursology.1445148

Öz

Amaç: Bu araştırma, hemşirelik öğrencilerinin klinik öğrenme ortamı, denetim ve hemşire öğretim elemanına ilişkin algılarını ve etkileyen faktörleri belirlemek amacıyla gerçekleştirilmiştir.

Yöntemler: Kesitsel ve tanımlayıcı tipteki bu çalışma 205 öğrenci ile Öğrenci Bilgi Formu ve Klinik Öğrenme Ortamı, Denetim ve Hemşire Öğretim Elemanı Değerlendirme Ölçeği kullanılarak yürütüldü. Çalışmaya 2020-2021 bahar döneminde öğrenim gören 1., 2., 3. ve 4. sınıf hemşirelik öğrencileri dahil edildi. Veriler online yöntem ile toplandı. Verilerin analizinde tanımlayıcı istatistikler (ortalamalar, frekanslar ve yüzdeler), Mann-Whitney U ve Kruskal Wallis analizleri kullanıldı.

Bulgular: Öğrencilerin %59,5'i klinik uygulama yerleştirmesi sırasında görüşlerinin alınmadığını, %71,2'si ise uygun klinik ortama yerleştirildiğini belirtmiştir. Öğrenciler klinik uygulamaları sırasında herhangi bir sorun yaşamamış (%77,6) ve memnuniyetlerini "iyi" olarak değerlendirmişlerdir (%37,6). Ölçeğin en düşük ve en yüksek alt boyut puan ortalamaları sırasıyla "Klinikteki Öğrenme Ortamı (3,71±1,15)" ve "Klinikteki Hemşirelik Bakımı (3,93±1,13)"dır. Ölçeğin alt boyut puanları ile klinik uygulamadan memnuniyet, klinik uygulama sırasında karşılaşılan sorunlar ve uygun klinik ortama yerleştirilme arasında istatistiksel olarak anlamlı fark bulunmuştur (P<,001).

Sonuç: Hemşirelik öğrencileri denetim, öğrenme ortamı ve hemşire öğretim elemanı konusunda iyi bir algıya sahiptir. Hemşirelik öğrencileri için, hasta bakımı ve hemşirelik uygulamalarında aktif rol almalarına olanak tanıyan olumlu bir klinik ortam geliştirilmeli ve sürdürülmelidir.

Kaynakça

  • 1. D’Souza M, Venkatesaperumal R, Radhakrishnan J, Balachandran S. Engagement in clinical learning environment among nursing students: Role of nurse educators. Open J Nurs. 2013;3(1):25-32. http://dx.doi.org/10.4236/ojn.2013.31004
  • 2. Flott EA, Linden L. The clinical learning environment in nursing education: a concept analysis. J Adv Nurs. 2016;72(3):501–513. https://doi.org/10.1111/jan.12861
  • 3. Sahan S, Güven ŞD. Identifying hinders of clinical nurses to participation in the training of nursing students. Ordu University J Nurs Stud. 2020;3(3):218-225. https://doi.org/10.38108/ouhcd.765953
  • 4. Akman G, Baltacı N, Metin A, et al. Nursing students’ perceptions of the clinical learning environment. Journal of Samsun Health Sciences, 2019;4(2):69-76.
  • 5. Guejdad K, Ikrou A, Strandell-Laine C, Abouqal R, Belayachi J. Clinical learning environment, supervision and nurse teacher (CLES+T) scale: Translation and validation of the Arabic version. Nurse Educ Pract. 2022;63:103374. https://doi.org/10.1016/j.nepr.2022.103374
  • 6. D'Souza MS, Karkada SN, Parahoo K, Venkatesaperumal R. Perception of and satisfaction with the clinical learning environment among nursing students. Nurse Educ Today. 2015;35(6):833-840. https://doi.org/10.1016/j.nedt.2015.02.005
  • 7. Aydoğan S. Ethical problems of nursing students related to acquisition of clinical skills. Turkish Journal of Bioethics. 2016;3(2):120-123. https://doi.org/10.5505/tjob.2016.76476
  • 8. Mansutti I, Saiani L, Grassetti L, Palese, A. Instruments evaluating the quality of the clinical learning environment in nursing education: A systematic review of psychometric properties. Int J Nurs Stud. 2017;68:60–72. https://doi.org/10.1016/j.ijnurstu.2017.01.001
  • 9. Bjørk IT, Berntsen K, Brynildsen G, Hestetun M. Nursing students' perceptions of their clinical learning environment in placements outside traditional hospital settings. J Clin Nurs. 2014;23(19-20):2958–2967. https://doi.org/10.1111/jocn.12532
  • 10. Lamont S, Brunero S, Woods KP. Satisfaction with clinical placement--The perspective of nursing students from multiple universities. Collegian. 2015;22(1),125-133. https://doi.org/10.1016/j.colegn.2013.12.005
  • 11. Zhang J, Shields L, Ma B, et al. The clinical learning environment, supervision and future intention to work as a nurse in nursing students: a cross-sectional and descriptive study. BMC Med Educ. 2022;22(1):548. https://doi.org/10.1186/s12909-022-03609-y
  • 12. Zhao R, Xiao L, Watson R, Chen Y. Clinical learning environment, supervision and nurse teacher scale (CLES+T): Psychometric evaluation of the Chinese version. Nurse Educ Today. 2021;106:105058. https://doi.org/10.1016/j.nedt.2021.105058
  • 13. Vizcaya-Moreno MF, Pérez-Cañaveras RM, Jiménez-Ruiz I, de Juan J. Student nurse perceptions of supervision and clinical learning environment: a phenomenological research study. Enfermería Global. 2018;51:319-331. http://dx.doi.org/10.6018/eglobal.17.3.276101
  • 14. Moscaritolo LM. Interventional strategies to decrease nursing student anxiety in the clinical learning environment. J Nurs Educ. 2009;48(1):17–23. https://doi.org/10.3928/01484834-20090101-08
  • 15. Rodríguez-García MC, Gutiérrez-Puertas L, Granados-Gámez G, Aguilera-Manrique G, Márquez-Hernández V.V. The connection of the clinical learning environment and supervision of nursing students with student satisfaction and future intention to work in clinical placement hospitals. J Clin Nurs. 2021;30(7-8):986–994. https://doi.org/10.1111/jocn.15642
  • 16. Saarikoski M, Isoaho H, Warne T, Leino-Kilpi H. The nurse teacher in clinical practice: developing the new sub-dimension to the Clinical Learning Environment and Supervision (CLES) Scale. Int J Nurs Stud. 2008;45(8):1233–1237. https://doi.org/10.1016/j.ijnurstu.2007.07.009
  • 17. Serçekuş P, Başkale H. Nursing students' perceptions about the clinical learning environment in Turkey. Nurse Educ Pract. 2016;17:134-138. https://doi.org/10.1016/j.nepr.2015.12.008
  • 18. Nepal B, Taketomi K, Ito YM et al. Nepalese undergraduate nursing student's perceptions of the clinical learning environment, supervision and nurse teachers: A questionnaire survey. Nurse Educ Today. 2016;39:181-188. https://doi.org/10.1016/j.nedt.2016.01.006
  • 19. Arkan B, Ordin Y, Yılmaz D. Undergraduate nursing students' experience related to their clinical learning environment and factors affecting their clinical learning process. Nurse Educ Pract. 2018;29:127–132. https://doi.org/10.1016/j.nepr.2017.12.005
  • 20. Polat Ş, Erkan HA, Çınar G, Doğrusöz LA. Opinions of student nurses practicing in clinics of a university hospital about their fields of application. Journal of Health and Nursing Management. 2018;5(2):64-74. https://dx.doi.org/10.5222/SHYD.2018.064
  • 21. Iyigun E, Tastan S, Ayhan H, et al. The Clinical Learning Environment, Supervision and the Nurse Teacher Evaluation Scale: Turkish Version. Int J Nurs Pract. 2020;26(2):e12795. https://doi.org/10.1111/ijn.12795
  • 22. Bodys-Cupak I. Psychometric properties of the Polish version of clinical learning environment inventory. BMC Nurs. 2021;20(1):126. https://doi.org/10.1186/s12912-021-00649-5
  • 23. Warne T, Johansson UB., Papastavrou E, et al. An exploration of the clinical learning experience of nursing students in nine European countries. Nurse Educ Today. 2010;30(8): 809-815. https://doi.org/10.1016/j.nedt.2010.03.003
  • 24. Strandell-Laine C, Salminen L, Blöndal K, et al. The nurse teacher’s pedagogical cooperation with students, the clinical learning environment and supervision in clinical practicum: A European cross-sectional study of graduating nursing students. BMC Med Educ. 2022;22:509. https://doi.org/10.1186/s12909-022-03445-0
  • 25. Cant R, Ryan C, Cooper S. Nursing students' evaluation of clinical practice placements using the Clinical Learning Environment, Supervision and Nurse Teacher scale - A systematic review. Nurse Educ Today. 2021;104:104983. https://doi.org/10.1016/j.nedt.2021.104983
  • 26. Ziba FA, Yakong VN, Ali Z. Clinical learning environment of nursing and midwifery students in Ghana. BMC Nurs. 2021;20(1):14. https://doi.org/10.1186/s12912-020-00533-8
  • 27. Karaöz S. General overview of clinical evaluation in nursing education: challenges and recommendations. E-Journal of Dokuz Eylul University Nursing Faculty, 2013;6(3):149-158. https://dergipark.org.tr/en/pub/deuhfed/issue/46813/587048
  • 28. Saarikoski M, Warne T, Kaila P, Leino-Kilpi H. The role of the nurse teacher in clinical practice: an empirical study of Finnish student nurse experiences. Nurse Educ Today. 2009;29(6):595–600. https://doi.org/10.1016/j.nedt.2009.01.005
  • 29. Cebeci F, Tat Çatal A, Uçak A. Intern nursing students’ expectations from instructors in clinical settings: A qualitative study. Gümüşhane Üniversitesi Sağlık Bilimleri Dergisi. 2023;12(2):498-507. https://doi.org/10.37989/gumussagbil.1096001
  • 30. Kurt Ş, Öztürk H. Experiences of nursing first class students during clinical practice: Investigate work diary- A qualitative study. Journal of Research and Development in Nursing. 2021;21(3):1-13. https://dergipark.org.tr/tr/pub/hemarge/issue/73049/1190687
  • 31. Ferri P, Stifani S, Morotti E, et al. Nursing students' evaluation of clinical learning environment and supervision models before and during the COVID-19 pandemic: a comparative study. Acta Biomed. 2023;94(6):e2023256. https://doi.org/10.23750/abm.v94i6.14750
  • 32. Akyüz A, Tosun N, Yıldız D, Kılıç A. Reflection of the nurses on their responsibilities and the students’ working system during clinical teaching. TAF Preventive Medicine Bulletin. 2007;6(6):459-464.
  • 33. Karadağ G, Kılıç SP, Ovayolu N, Ovayolu Ö, Kayaaslan H. Difficulties encountered by nursing students in practices and their views about nurses. TAF Preventive Medicine Bulletin. 2013;12(6):665-672. http://dx.doi.org/10.5455/pmb.1-1353569323
  • 34. Potur DC, Bilgin NÇ. Assessment of clinical stress in male and female nursing students, as measured on the first and last day of the obstetrical nursing clinic course. Journal of Women’s Health Nursing. 2014;1(1):93-106. https://dergipark.org.tr/en/pub/kashed/issue/22284/239024
  • 35. Akpınar A, Teskereci G, Yangın HB. Comparing student nurses' thoughts and experiences by gender before and after women’s health and gynecological nursing clinical practice. Journal of Anatolia Nursing and Health Sciences. 2016;19(Special Issue):1-8. https://dergipark.org.tr/en/pub/ataunihem/issue/27667/291647

Nursing Student's Perceptions of the Clinical Learning Environment, Supervision and Nurse Teacher: A Cross-Sectional Study

Yıl 2024, , 202 - 213, 27.09.2024
https://doi.org/10.17049/jnursology.1445148

Öz

Objective: This study aimed to determine nursing students' perceptions of the clinical learning environment, supervision and nurse teacher, and its affecting factors.

Methods: This cross-sectional and descriptive study was conducted with 205 students using the Student Information Form and the Clinical Learning Environment, Supervision and Nurse Teacher Evaluation Scale. The study included 1st, 2nd, 3rd and 4th year nursing students studying in the spring semester of 2020-2021. Data were collected by online method. Descriptive statistics (means, frequencies and percentages), Mann-Whitney U and Kruskal-Wallis analyses were used to analyze the data.

Results: The students of 59.5% stated their opinions were not taken during clinical practice placement, whereas 71.2% of them were placed in the compatible clinical environment. The students did not experience any problems during their clinical practice (77.6%) and they evaluated their satisfaction as "good" (37.6%). The lowest and highest sub-dimension scores from the scale were the "Pedagogical Atmosphere on the Ward (3.71±1.15)" and the "Premises of Nursing on the Ward (3.93±1.13)", respectively. The sub-dimension mean scores of the scale were significantly different from satisfaction with clinical practice, problems encountered during clinical practice, and placement in the compatible clinical environment (P<.001).

Conclusion: Nursing students had a good perception of the supervision, learning environment, and nurse teacher. A positive clinical environment for nursing students that allows them to take an active role in patient care and nursing practice should be developed and maintained.

Kaynakça

  • 1. D’Souza M, Venkatesaperumal R, Radhakrishnan J, Balachandran S. Engagement in clinical learning environment among nursing students: Role of nurse educators. Open J Nurs. 2013;3(1):25-32. http://dx.doi.org/10.4236/ojn.2013.31004
  • 2. Flott EA, Linden L. The clinical learning environment in nursing education: a concept analysis. J Adv Nurs. 2016;72(3):501–513. https://doi.org/10.1111/jan.12861
  • 3. Sahan S, Güven ŞD. Identifying hinders of clinical nurses to participation in the training of nursing students. Ordu University J Nurs Stud. 2020;3(3):218-225. https://doi.org/10.38108/ouhcd.765953
  • 4. Akman G, Baltacı N, Metin A, et al. Nursing students’ perceptions of the clinical learning environment. Journal of Samsun Health Sciences, 2019;4(2):69-76.
  • 5. Guejdad K, Ikrou A, Strandell-Laine C, Abouqal R, Belayachi J. Clinical learning environment, supervision and nurse teacher (CLES+T) scale: Translation and validation of the Arabic version. Nurse Educ Pract. 2022;63:103374. https://doi.org/10.1016/j.nepr.2022.103374
  • 6. D'Souza MS, Karkada SN, Parahoo K, Venkatesaperumal R. Perception of and satisfaction with the clinical learning environment among nursing students. Nurse Educ Today. 2015;35(6):833-840. https://doi.org/10.1016/j.nedt.2015.02.005
  • 7. Aydoğan S. Ethical problems of nursing students related to acquisition of clinical skills. Turkish Journal of Bioethics. 2016;3(2):120-123. https://doi.org/10.5505/tjob.2016.76476
  • 8. Mansutti I, Saiani L, Grassetti L, Palese, A. Instruments evaluating the quality of the clinical learning environment in nursing education: A systematic review of psychometric properties. Int J Nurs Stud. 2017;68:60–72. https://doi.org/10.1016/j.ijnurstu.2017.01.001
  • 9. Bjørk IT, Berntsen K, Brynildsen G, Hestetun M. Nursing students' perceptions of their clinical learning environment in placements outside traditional hospital settings. J Clin Nurs. 2014;23(19-20):2958–2967. https://doi.org/10.1111/jocn.12532
  • 10. Lamont S, Brunero S, Woods KP. Satisfaction with clinical placement--The perspective of nursing students from multiple universities. Collegian. 2015;22(1),125-133. https://doi.org/10.1016/j.colegn.2013.12.005
  • 11. Zhang J, Shields L, Ma B, et al. The clinical learning environment, supervision and future intention to work as a nurse in nursing students: a cross-sectional and descriptive study. BMC Med Educ. 2022;22(1):548. https://doi.org/10.1186/s12909-022-03609-y
  • 12. Zhao R, Xiao L, Watson R, Chen Y. Clinical learning environment, supervision and nurse teacher scale (CLES+T): Psychometric evaluation of the Chinese version. Nurse Educ Today. 2021;106:105058. https://doi.org/10.1016/j.nedt.2021.105058
  • 13. Vizcaya-Moreno MF, Pérez-Cañaveras RM, Jiménez-Ruiz I, de Juan J. Student nurse perceptions of supervision and clinical learning environment: a phenomenological research study. Enfermería Global. 2018;51:319-331. http://dx.doi.org/10.6018/eglobal.17.3.276101
  • 14. Moscaritolo LM. Interventional strategies to decrease nursing student anxiety in the clinical learning environment. J Nurs Educ. 2009;48(1):17–23. https://doi.org/10.3928/01484834-20090101-08
  • 15. Rodríguez-García MC, Gutiérrez-Puertas L, Granados-Gámez G, Aguilera-Manrique G, Márquez-Hernández V.V. The connection of the clinical learning environment and supervision of nursing students with student satisfaction and future intention to work in clinical placement hospitals. J Clin Nurs. 2021;30(7-8):986–994. https://doi.org/10.1111/jocn.15642
  • 16. Saarikoski M, Isoaho H, Warne T, Leino-Kilpi H. The nurse teacher in clinical practice: developing the new sub-dimension to the Clinical Learning Environment and Supervision (CLES) Scale. Int J Nurs Stud. 2008;45(8):1233–1237. https://doi.org/10.1016/j.ijnurstu.2007.07.009
  • 17. Serçekuş P, Başkale H. Nursing students' perceptions about the clinical learning environment in Turkey. Nurse Educ Pract. 2016;17:134-138. https://doi.org/10.1016/j.nepr.2015.12.008
  • 18. Nepal B, Taketomi K, Ito YM et al. Nepalese undergraduate nursing student's perceptions of the clinical learning environment, supervision and nurse teachers: A questionnaire survey. Nurse Educ Today. 2016;39:181-188. https://doi.org/10.1016/j.nedt.2016.01.006
  • 19. Arkan B, Ordin Y, Yılmaz D. Undergraduate nursing students' experience related to their clinical learning environment and factors affecting their clinical learning process. Nurse Educ Pract. 2018;29:127–132. https://doi.org/10.1016/j.nepr.2017.12.005
  • 20. Polat Ş, Erkan HA, Çınar G, Doğrusöz LA. Opinions of student nurses practicing in clinics of a university hospital about their fields of application. Journal of Health and Nursing Management. 2018;5(2):64-74. https://dx.doi.org/10.5222/SHYD.2018.064
  • 21. Iyigun E, Tastan S, Ayhan H, et al. The Clinical Learning Environment, Supervision and the Nurse Teacher Evaluation Scale: Turkish Version. Int J Nurs Pract. 2020;26(2):e12795. https://doi.org/10.1111/ijn.12795
  • 22. Bodys-Cupak I. Psychometric properties of the Polish version of clinical learning environment inventory. BMC Nurs. 2021;20(1):126. https://doi.org/10.1186/s12912-021-00649-5
  • 23. Warne T, Johansson UB., Papastavrou E, et al. An exploration of the clinical learning experience of nursing students in nine European countries. Nurse Educ Today. 2010;30(8): 809-815. https://doi.org/10.1016/j.nedt.2010.03.003
  • 24. Strandell-Laine C, Salminen L, Blöndal K, et al. The nurse teacher’s pedagogical cooperation with students, the clinical learning environment and supervision in clinical practicum: A European cross-sectional study of graduating nursing students. BMC Med Educ. 2022;22:509. https://doi.org/10.1186/s12909-022-03445-0
  • 25. Cant R, Ryan C, Cooper S. Nursing students' evaluation of clinical practice placements using the Clinical Learning Environment, Supervision and Nurse Teacher scale - A systematic review. Nurse Educ Today. 2021;104:104983. https://doi.org/10.1016/j.nedt.2021.104983
  • 26. Ziba FA, Yakong VN, Ali Z. Clinical learning environment of nursing and midwifery students in Ghana. BMC Nurs. 2021;20(1):14. https://doi.org/10.1186/s12912-020-00533-8
  • 27. Karaöz S. General overview of clinical evaluation in nursing education: challenges and recommendations. E-Journal of Dokuz Eylul University Nursing Faculty, 2013;6(3):149-158. https://dergipark.org.tr/en/pub/deuhfed/issue/46813/587048
  • 28. Saarikoski M, Warne T, Kaila P, Leino-Kilpi H. The role of the nurse teacher in clinical practice: an empirical study of Finnish student nurse experiences. Nurse Educ Today. 2009;29(6):595–600. https://doi.org/10.1016/j.nedt.2009.01.005
  • 29. Cebeci F, Tat Çatal A, Uçak A. Intern nursing students’ expectations from instructors in clinical settings: A qualitative study. Gümüşhane Üniversitesi Sağlık Bilimleri Dergisi. 2023;12(2):498-507. https://doi.org/10.37989/gumussagbil.1096001
  • 30. Kurt Ş, Öztürk H. Experiences of nursing first class students during clinical practice: Investigate work diary- A qualitative study. Journal of Research and Development in Nursing. 2021;21(3):1-13. https://dergipark.org.tr/tr/pub/hemarge/issue/73049/1190687
  • 31. Ferri P, Stifani S, Morotti E, et al. Nursing students' evaluation of clinical learning environment and supervision models before and during the COVID-19 pandemic: a comparative study. Acta Biomed. 2023;94(6):e2023256. https://doi.org/10.23750/abm.v94i6.14750
  • 32. Akyüz A, Tosun N, Yıldız D, Kılıç A. Reflection of the nurses on their responsibilities and the students’ working system during clinical teaching. TAF Preventive Medicine Bulletin. 2007;6(6):459-464.
  • 33. Karadağ G, Kılıç SP, Ovayolu N, Ovayolu Ö, Kayaaslan H. Difficulties encountered by nursing students in practices and their views about nurses. TAF Preventive Medicine Bulletin. 2013;12(6):665-672. http://dx.doi.org/10.5455/pmb.1-1353569323
  • 34. Potur DC, Bilgin NÇ. Assessment of clinical stress in male and female nursing students, as measured on the first and last day of the obstetrical nursing clinic course. Journal of Women’s Health Nursing. 2014;1(1):93-106. https://dergipark.org.tr/en/pub/kashed/issue/22284/239024
  • 35. Akpınar A, Teskereci G, Yangın HB. Comparing student nurses' thoughts and experiences by gender before and after women’s health and gynecological nursing clinical practice. Journal of Anatolia Nursing and Health Sciences. 2016;19(Special Issue):1-8. https://dergipark.org.tr/en/pub/ataunihem/issue/27667/291647
Toplam 35 adet kaynakça vardır.

Ayrıntılar

Birincil Dil İngilizce
Konular Hemşirelik Eğitimi
Bölüm Araştırma Makaleleri
Yazarlar

Anita Karaca 0000-0001-6552-4399

Nezihe Kizilkaya Beji 0000-0002-6254-4412

Gizem Kaya 0000-0003-1871-3677

Erken Görünüm Tarihi 26 Eylül 2024
Yayımlanma Tarihi 27 Eylül 2024
Gönderilme Tarihi 29 Şubat 2024
Kabul Tarihi 22 Ağustos 2024
Yayımlandığı Sayı Yıl 2024

Kaynak Göster

AMA Karaca A, Kizilkaya Beji N, Kaya G. Nursing Student’s Perceptions of the Clinical Learning Environment, Supervision and Nurse Teacher: A Cross-Sectional Study. Journal of Nursology. Eylül 2024;27(3):202-213. doi:10.17049/jnursology.1445148

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