Evaluation of Students' Perceptions of Clinical Education Environment and Academic Self-Sufficiency: a cross-sectional study*

Yıl 2018, Cilt: 17 Sayı: 53, 51 - 59, 31.12.2018

Safiye Özvurmaz Aliye Mandıracıoğlu

https://doi.org/10.25282/ted.433398

Cited By: 2

Öz

Aim: Clinical learning environments are important for education of health care professionals. Students’ satisfaction with, motivation about and self-confidence in clinical environments, as part of their education, can be related to their academic self-efficacy. The aim of this cross-sectional study is to evaluate perceptions of clinical education environments and perception of academic self-efficacy in second-, third- and fourth-year students in the health sciences and nursing departments of Adnan Menderes University

Material and Methods :The study included a total of 678 students voluntarily accepting to participate in the study. Data were collected with a self-report questionnaire composed of three sections. The first section included questions about socio-demographic features, perceived success and career choices. The second section included Academic Self-Efficacy Scale. The third section included Clinical Learning Environment Scale.

Results: Most of the students were female and from the nursing department. The mean academic self-efficacy score was 18,66±3,09 (range: 7-28). The nursing students, the male students, the students with higher perceived success and the students planning to attend a PhD program after graduation had significantly higher scores. The mean score for Clinical Environment Scale was 127,42±21,56. The students planning to follow a post-graduate career path, those having higher perceived success, those not missing a term, the nursing students, the female students and the second-year students had higher scores.

Conclusions: More positive clinical environments as practice areas of the schools which offer education for students who will become health care providers will increase their academic self-efficacy.

Anahtar Kelimeler

students, clinical education environment perception, academic self-efficacy perception

Öğrencilerin Klinik Eğitim Ortamına İlişkin Algılarının ve Akademik Öz-Yeterliliğin Değerlendirilmesi: Kesitsel bir çalışma*

Öz

Amaç: Klinik öğrenme ortamı sağlık personelinin eğitiminde önemlidir. Öğrencilerin eğitimlerinin bir parçası olan klinik ortamlardan memnuniyetleri, motivasyon ve özgüvenleri akademik özyeterlilikleri ile ilişkili olabilmektedir. Adnan Menderes Üniversitesi Sağlık Bilimleri Fakültesi ve Hemşirelik Fakültesi öğrencilerinin klinik eğitim ortamı algısı ile akademik özyeterlilik algılarının değerlendirilmesidir.

Gereç ve Yöntem: Bu kesitsel çalışma Adnan Menderes Üniversitesi Hemşirelik Fakültesi ve Sağlık Bilimleri Fakültesinde 2,3 ve 4. Sınıfa devam eden öğrencilerin katılımı ile gerçekleştirilmiştir. Toplam 678 öğrenci gönüllü olarak öz bildirim ile anket formunu doldurmuştur. Anket formu 3 bölümden oluşmaktadır. Birinci bölümde sosyodemografik özellikleri, başarı algıları ve kariyer tercihleri sorgulanmıştır. İkinci bölümde, Akademik Özyeterliliği değerlendirmek üzere “Akademik Özyeterlik Ölçeği” kullanılmıştır. Üçüncü bölümde ise “Klinik Öğrenme İklimi” ölçeği yer almıştır.

Bulgular: Öğrencilerin çoğunluğu kız, hemşirelik bölümüne devam etmektedir. Akademik özyeterlilik puan ortalamaları, 18,66±3,09 (7-28) bulunmuştur. Hemşirelik öğrencileri, erkekler, başarı algısı iyi olanlar, mezuniyet sonrası doktora planlayanlar, istatistiksel anlamlı yüksek puan almıştır. Klinik öğrenme ortamı ölçeğinden alınan ortalama puan 127,42±21,56 olarak hesaplanmıştır. Mezuniyet sonrası akademik kariyer planlayanlar, başası algısı iyi olanlar, dönem kaybı olmayanlar, hemşirelik öğrencileri, kızlar ve 2. sınıflar daha yüksek puan almışlardır

Sonuç: Sağlık hizmet sunucusu yetiştiren okulların uygulama alanı olarak kliniklerin ortamının olumlu hale getirilmesi öğrencilerin akademik özgüvenlerini de artıracaktır. 

Anahtar Kelimeler

öğrenciler, klinik eğitim ortamı algısı, akademik özyeterlilik algısı

Kaynakça

• 1.D’Souza M, S Venkatesaperumal, JR Radhakrishnan & Balachandran S. Engagement in clinical learning environment among nursing students: Role of nurse educators. Open J Nurs 2013; 3(1): 25-32.
• 2.Magnani D, Di Lorenzo R, Bari A, Pozzi S, Del Giovane C & Ferri P. The undergraduate nursing student evaluation of clinical learning environment: an Italian survey. Prof Inferm 2014;67(1):55-61.
• 3. Naglaa Mohamed EL Mokadem and Shimaa EL – Sayed Ibraheem. Nursing Students’ Satisfaction with Their Clinical Learning Environments. Am J Nurs 2017; 5(4):104 – 108.
• 4. Mayumi, N. Creating An Optimal Clinical Learning Environment For Undergraduate Nursing Students: Preceptors’ Views. 2017;Page:1-158.Scholar Archive. 3910.
• 5. Al Sebaee H, Aziz E M A, & Mohamed NT .Relationship between Nursing Students’ Clinical Placement Satisfaction, Academic Self-Efficacy and Achievement. IOSR J Nurs and Health Science 2017; 6(2): 101-112.
• 6. Sarikoc G. "Academic Motivations and Academic Self-Efficacy of Nursing Students." Clinical and Analytical Medicine(JCAM) (2017;8(1): 47-51
• 7. Wilson, D. J. The relationship between perceived academic self-efficacy, remediation, and academic performance in pre-licensure baccalaureate nursing students. University of Northern Colorado. 2013.https://digscholarship.unco.edu/cgi/viewcontent.cgi? Erişim tarihi:29.01.2018
• 8. Jerusalem M., & Schwarzer R. Fragebogen zur Erfassung von "Selbstwirksamkeit. Skalen zur Befindlichkeit und Persoenlichkeit In R. Schwarzer (Hrsg.). (Forschungsbericht No. 5). 1981. Berlin: Freie Universitaet, Institut fuer Psychologie.
• 9. Yılmaz M, Gürçay D, Ekici G. Akademik Özyeterlik Ölçeğinin Türkçe‟ye Uyarlanması. Hacettepe Üniversitesi Eğitim Fakültesi Dergisi.2007;33(33):253-259.
• 10. Demiral Yılmaz N. The examination of medicine students’learning climate perceptions regarding the academical selfefficacy,attitude towards medicine occupation and academical success (Turkish). Unpublished Doctoral Thesis, Department of Educational Sciences, Institute of Social Sciences, Ege University, 2010.
• 11. Brown, T., Williams, B., & Lynch, M. The Australian DREEM: evaluating student perceptions of academic learning environments within eight health science courses. Int J Med Educ. 2011; 2:94-101.
• 12. Hamid, B., Faroukh, A., & Mohammadhosein, B. Nursing students' perceptions of their educational environment based on DREEM model in an Iranian university. The Malays J Med Sci: 2013; 20(4): 56-63.
• 13. Chan, D. & Wan Y. Perception of hospital learning environment: a survey of Hong Kong nursing students. Nurse Educ Today 2007; 27(7):677-684.
• 14. Hosoda Y. Development and testing of a Clinical Learning Environment Diagnostic Inventory for baccalaureate nursing students. J Adv Nurs 2006; 56(5):480-490.
• 15. Heikkila A, Niemivirta M, Nieminen J & Lonka K. Interrelations among university students’ approaches to learning, regulation of learning, and cognitive and attributional strategies: a person oriented approach. Higher Education:, The International Journal of Higher Education and Educational Planning 2011;61(5): 513–529. 16. Balduf M. Underachievement among college students. J Adv Acad. 2009; 20 (2): 274-294.
• 17. Waterworth S. Time management strategies in nursing practice. J Adv Acad. 2003; 43(5): 432-440.
• 18. Mirzaei T, Oskouie F & Rafii F. Nursing students' time management, reducing stress and gaining satisfaction: a grounded theory study. Nursing & health sciences 2012; 14(1): 46-51.
• 19. Claessens, BJ, Van Eerde W, Rutte C G & Roe R A. A review of the time management literature. Personnel review.2007; 36(2): 255-276.