Open in a separate window Dummymid and dummyold are two dummy variables that replace the noncontinuous variable AgeInThreeGroups. Their regression coefficients show how much these age groups differ from the reference group participants under 25 in terms of the dependent variable.
This is an open-access article distributed under the terms of the Creative Commons Attribution License, which permits unrestricted use, distribution, and reproduction in any medium, provided the original author and source are credited.
Clinical learning environment is a complex social entity. This environment is effective on the learning process of nursing students in the clinical area.
However, learning in clinical environment has several benefits, but it can be challenging, unpredictable, stressful, and constantly changing.
In attention to clinical experiences and factors contributing to the learning of these experiences can waste a great deal of time and energy, impose heavy financial burden on educational systems, cause mental, familial and educational problems for students, and compromise the quality of patient care.
Therefore, this study was carried out with the goal of determining the learning challenges of nursing students in clinical environments in Iran. In this qualitative study carried out in —, 18 undergraduate nursing students were selected by using purposive sampling method from the Faculty of Nursing and Midwifery of Tehran and Shahid Beheshti Universities.
Semi-structured interviews were used to collect data.
The content analysis method was used to determine relevant themes. These two themes included insufficient qualification of nursing instructors and unsupportive learning environment. In various aspects, it is effective on the development of professional nursing.
Therefore, it is used widely in teaching and learning of undergraduate nursing students. These events occur within a complex and dynamic learning environment, called as the clinical environment.
Hence, for ensuring the usefulness and effectiveness of clinical environment in learning, these factors must also be specified and reviewed. Thus, most of the students are unable to handle or finish the course in the required and defined time.
Studies have shown that most of the learning environments, despite having many benefits for nursing students, do not provide a positive learning situation for nursing students.
The results of Dehghan Nayeri et al. It was mentioned that there was not much attention to the learners and aspects of their learning. Students are invaluable sources of information about the quality and the effectiveness of educational endeavors.
Reviewing their experiences can improve the quality of education and learning. Failure to meet these expectations is the inhibiting factor in teaching and learning. Most of these challenges can affect their learning in different aspects.
Therefore, this study was conducted with the aim of determining effective factors on clinical learning qualitatively. Qualitative research is the best approach in order to explore the ideas and values among different social groups. The inclusion criteria were students with a history of at least one semester of clinical practice and willingness to participate in the study.
Primarily, we selected the study participants from forth-year students who had considerable experience of the study subject. Then, the other participants were also selected by using snowball sampling. Sampling with maximum variation was performed to obtain a wide range of experiences and views.
The samples were selected from both genders and from the second, third, and fourth academic years. The age range of participants was between 18 and 24 years; nine students were in fourth year, six in third year, and three students were from the second year.! Clinical teaching in general practice Learning in the clinical environment has many strengths.
It is focused on real problems in the context of professional practice. Learners are motivated by its relevance and through active participation.
The acquisition of quality clinical experience within a supportive and pedagogically adjusted clinical learning environment is a significant concern for educational institutions.
The quality of clinical learning usually reflects the quality of the curriculum structure. The assessment of the clinical settings as learning environment is a significant concern within the contemporary nursing. Aug 06, · This study showed that insufficient qualification of nursing instructors and lack of supportive learning environment were among the most important challenges in clinical practice learning of nursing students in Tehran.
The clinical environment is constantly changing and sometimes very unpredictable, which makes it hard to plan an optimal clinical learning environment for students. It is important to consider carefully where students have their clinical practice and at what point of their .
The clinical environment is constantly changing and sometimes very unpredictable, which makes it hard to plan an optimal clinical learning environment for students. It is important to consider carefully where students have their clinical practice and at what point of their . ! Clinical teaching in general practice Learning in the clinical environment has many strengths. It is focused on real problems in the context of professional practice. Learners are motivated by its relevance and through active participation. Clinical practice in hospital plays an important part of learning environment for nursing curriculum. Mc Cabe () thinks that clinical learning experience provides students for knowledge and socializing in professional education.
Jan 27, · The nurse teacher in clinical practice: developing the new sub-dimension to the clinical learning environment and supervision (CLES) scale.
International Journal of Nursing Studies. ; – Sand-Jecklin K. Assessing nursing student perceptions of the clinical learning environment: refinement and testing of the SECEE . Feb 04, · Background: Educational clinical environment has an important role in nursing students' learning.
Any difference between actual and expected clinical environment will decrease nursing students’ interest in clinical environments and has a negative correlation with their clinical performance.