Thesis Abstract

Abstract
The clinical learning environment is a crucial aspect of nursing education as it significantly influences the learning outcomes and experiences of student nurses. This study aimed to explore and compare the perceptions of student nurses regarding their actual and preferred hospital clinical learning environments. A mixed-methods approach was employed, utilizing both quantitative surveys and qualitative interviews to gather data from a sample of student nurses across multiple hospital settings. The quantitative data revealed that student nurses generally perceived the actual clinical learning environment positively in terms of the overall atmosphere, support from clinical staff, and opportunities for hands-on learning. However, there were disparities in specific aspects such as the availability of resources, adequacy of supervision, and the level of autonomy granted to students. These findings suggest that while the overall environment may be perceived as positive, there are still areas for improvement to enhance the learning experience. Qualitatively, the interviews provided deeper insights into the factors influencing student nurses' perceptions of the clinical learning environment. Themes such as the quality of relationships with clinical staff, the level of support and feedback received, and the opportunities for skill development emerged as critical determinants of students' experiences. Additionally, students expressed preferences for more structured orientation programs, increased opportunities for hands-on practice, and clearer communication channels within the clinical setting. By comparing the actual and preferred clinical learning environments, this study highlights the discrepancies between students' experiences and their ideal learning conditions. The findings underscore the importance of aligning the clinical learning environment with students' preferences to optimize learning outcomes and promote a positive educational experience. Recommendations include enhancing communication between students and clinical staff, providing more structured orientation programs, and ensuring adequate resources and support for student nurses in the clinical setting. Overall, this study contributes valuable insights into the perceptions of student nurses regarding their clinical learning environments, shedding light on areas for improvement and potential strategies to bridge the gap between actual and preferred conditions. By addressing these discrepancies, nurse educators and clinical instructors can create a more supportive and conducive learning environment that enhances the educational experience for student nurses.

Thesis Overview

INTRODUCTION

Background to the Study

Nursing is a practice based profession with clinical education as an essential part of the nursing curriculum. Clinical practice is the focus for students learning and clinical placement/ posting constitutes one of the most integral components in the nursing education. Clinical placement is the venue where skills, knowledge and attitudes developed in the theoretical part of the curriculum are applied, developed and integrated into practice (Newton, Jolly, Ockerby & Cross, 2010). According to Norman (2009), clinical practice setting provides students with unique learning opportunities in which classroom theory and skills are put to the test with real life situations. Besides the clinical training foster students in the application of knowledge, skill and attitude to clinical field of situations, it is vital that valuable clinical time should be utilized effectively and productively. Zilembo and Montereso (2008) stressed the implication of practicing in an appropriate clinical learning environment at the proper time in order that theory and practice can complement each other. Nursing students perceived the clinical setting as the most influential context for acquiring knowledge and nursing skills (Al-Kandari, Vidal & Thomas 2009).

The importance of learning in the clinical area has been a major emphasis in the United Kingdom and other parts of the world, Nigeria inclusive. Providing quality clinical training with an emphasis on improvement and development is paramount in ensuring that students experience good quality care and treatment of patients and clients (E.N.B & D.O.H 2001).