Project Abstract

ABSTRACT Background The clinical learning environment plays a crucial role in the development of student nurses' knowledge, skills, and attitudes. Understanding student nurses' perceptions of their actual and preferred hospital clinical learning environment is essential for improving the quality of nursing education. Methods This study utilized a descriptive cross-sectional design to explore the perceptions of 300 undergraduate student nurses regarding their actual and preferred hospital clinical learning environment. The Clinical Learning Environment Inventory (CLEI) was used to assess student nurses' perceptions. Data were analyzed using descriptive statistics and paired t-tests to compare actual and preferred clinical learning environments. Results The findings revealed that student nurses perceived their actual clinical learning environment in hospitals positively, with high ratings in terms of the atmosphere, leadership style, and the quality of nursing care. However, there were discrepancies between students' perceptions of their actual and preferred clinical learning environments. Significant differences were found in areas such as the relationship between students and staff, the balance between patient care and learning opportunities, and the overall satisfaction with the clinical placement. Conclusions The study highlights the importance of aligning the actual clinical learning environment with students' preferences to enhance their learning experiences. Educators and clinical instructors should collaborate to address the identified gaps and create a more conducive learning environment that meets the needs and expectations of student nurses. By bridging the disparities between actual and preferred clinical settings, nursing education programs can better prepare students for the challenges of clinical practice and facilitate their professional growth. Implications for practice To optimize the clinical learning experiences of student nurses, it is essential for nursing schools and clinical facilities to work together to evaluate and improve the clinical learning environment. Providing support and mentorship to students in clinical settings can help bridge the gap between their actual and preferred experiences, leading to enhanced learning outcomes and better preparation for future nursing practice.

Project 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).