Date of Award
10-30-2024
Degree Type
Thesis
Degree Name
MSc in Nursing
First Advisor
Dr. Khairlunissa Ajani
Second Advisor
Ms. Ambreen Merchant
Third Advisor
Ms. Sumia Andleeb Abbasi
Department
School of Nursing and Midwifery, Pakistan
Abstract
Background: Nursing education requires a balance of theoretical knowledge and clinical practice to equip students with the skills needed for patient centred care. While theoretical knowledge establishes a strong foundation, clinical practice bridges the gap to real-world applications, comprising about half of nursing education. A supportive clinical environment, including structured organizational and psychological elements, is essential to foster positive learning experiences. However, students often encounter challenges during placements, underscoring the importance of effective mentorship to guide their development.
Purpose: This study investigates nursing students' perceptions of the clinical learning environment, supervision, and nurse teaching. It aims to assess how these factors support learning, identify challenges faced by students, and examine their influence on clinical competence and educational outcomes. The study also aims to inform future educational practices and policies by contributing evidence on clinical learning's role in nursing education.
Method: A cross-sectional study was conducted with 322 undergraduate nursing students from the 2nd, 3rd, and 4th years, using the CLES+T scale to measure perceptions of the clinical learning environment. Data were collected between September 4 and September 11, 2024, via Google Forms, with a pilot test ensuring clarity and relevance. Analysis was conducted with IBM SPSS version 26. Findings: Younger students reported significantly higher satisfaction with their clinical learning environment compared to upper-year students, suggesting that early positive experiences shape initial perceptions. Nurse teachers received high ratings for their supportive role, which contributes positively to students’ learning experiences. The ward's pedagogical atmosphere was rated moderately positive overall, though variability indicated some mixed responses. These differences reflect evolving challenges and shifts in perception as students’ progress through their training.
Conclusion: The study emphasizes the importance of a supportive Clinical Learning Environment (CLE) and effective mentorship in nursing education. These insights suggest that educational institutions should refine support systems to enhance student readiness for complex healthcare roles, ultimately benefiting future patient care.
First Page
1
Last Page
109
Recommended Citation
Akhtar, K.
(2024). Perception of the clinial learining enviromnet, supervision and nurse teacher amoung undergraduate nursing student. , 1-109.
Available at:
https://ecommons.aku.edu/etd_pk_sonam_mscn/103