Thesis Abstract

Abstract
The clinical learning environment plays a crucial role in the education and development of student nurses. This study aimed to explore and compare the perceptions of student nurses regarding the actual and preferred hospital clinical learning environments. A mixed-methods approach was utilized, involving both quantitative surveys and qualitative interviews to gain a comprehensive understanding of the subject. The quantitative phase involved the distribution of a survey questionnaire to student nurses in various hospital settings. The survey included items related to the physical environment, supervisory support, interpersonal relationships, and educational resources within the clinical setting. The data collected from the survey were analyzed to identify the strengths and weaknesses of the actual clinical learning environment as perceived by the students. In the qualitative phase, semi-structured interviews were conducted with a subset of student nurses to delve deeper into their perceptions and experiences. The interviews provided valuable insights into the factors influencing students' preferences for specific aspects of the clinical learning environment. Themes such as mentorship quality, patient care opportunities, teamwork, and stress levels emerged from the qualitative data, shedding light on the nuances of the student nurse experience. The comparison between the actual and preferred clinical learning environments revealed significant gaps and discrepancies. While some aspects of the actual environment were positively perceived by students, such as supportive staff and hands-on learning opportunities, there were areas that fell short of students' expectations. These included issues related to workload, communication breakdowns, and limited exposure to certain patient populations or procedures. The findings of this study have important implications for nurse educators, clinical preceptors, and hospital administrators. By understanding the gaps between actual and preferred clinical learning environments, stakeholders can work towards implementing necessary changes and improvements. Strategies to enhance mentorship programs, promote interdisciplinary collaboration, and provide additional educational resources should be considered to create an optimal learning environment for student nurses. Overall, this study contributes to the existing literature by providing a comprehensive analysis of student nurses' perceptions of the hospital clinical learning environment. By addressing the discrepancies between actual and preferred environments, this research aims to support the professional development and educational experiences of future 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).