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Issue: Health professions education (HPE) is intimately linked with teaching and learning in the clinical environment. While the value of authentic clinical experiences is acknowledged, whether learning actually occurs is to a large extent dependent on students' behaviors and attitudes. The kinds of student behaviors and attitudes that are necessary to optimize learning in the clinical environment thus becomes relevant. Evidence: Tips and recommendations to maximize clinical learning in a variety of settings have been well documented. There is, however, a dearth of literature which takes a narrative-based praxis approach focused on resource-constrained environments. We developed this praxis-orientated article as a means to translate the available literature and theory into a simple, practical guide, focused on optimizing clinical learning from a student perspective, remaining cognizant of the particular challenges present in a resource-constrained setting. Implications: Based on the resource-constrained environments our students are exposed to, we outline the following six key aspects: student-driven learning, integration into the community of practice, student engagement, empathy, interprofessional learning opportunities, and feedback for learning. These aspects provide useful pointers for students in general. Furthermore, exploration into what strategies students may utilize in resource-constrained clinical contexts is addressed. [ABSTRACT FROM AUTHOR]

This study was undertaken within the Degree in Clinical Technology program at Durban University of Technology, South Africa. Clinical technology curricula in South Africa have undergone several changes in response to the demand for a more integrated curriculum. This served as a catalyst for this study, which explored students' and academics' perceptions of the factors that influence learning experiences during work-integrated learning (WIL). A qualitative exploratory research design within an interpretivist paradigm was utilized. The sample comprised 13 students registered for Clinical Technology in the Faculty of Health Sciences, and four academics. Four themes reflecting various factors influencing learning experiences during WIL emerged: learning culture, social nature of learning, student attributes and learning in the time of COVID-19. This study has shed light on factors that influence the learning experiences of Clinical Technology students during WIL and may inform possible improvements to learning experiences, as well as the WIL of students in other contexts. [ABSTRACT FROM AUTHOR]

Background: The clinical learning environment is crucial for student nurses' skill acquisition and satisfaction in clinical settings. This study aimed to evaluate the relationship between Sudanese student nurses' satisfaction with clinical placements and the clinical learning environment. The study focused on the impact of students' perceptions of their learning environment on their satisfaction levels. Methods: The study was an analytical cross-sectional study that recruited 204 Sudanese student nurses. Participants completed a questionnaire consisting of socio-demographic information, satisfaction with clinical assignments, and the Clinical Learning Environment Scale (CLES). Statistical analyses included descriptive and bivariate analyses, the Mann-Whitney U test, the Kruskal-Wallis test, Spearman correlation, and ordinal logistic regression analysis. Results: The mean satisfaction score was 5.3, with no significant difference between male and female participants. The hospital manager's leadership style had the highest score among the CLES dimensions, while the supervisory relationship had the lowest score. The study found a significant positive correlation between satisfaction level, overall CLES score, and all CLES dimensions. The regression analysis showed that the supervisory relationship and the pedagogical atmosphere in the hospital were the most significant predictors of satisfaction level, while the overall score had the weakest relationship with the outcome variable. Conclusion: Assessing the clinical learning environment is essential to improving student learning outcomes and ensuring a positive educational experience for student nurses. The study recommends paying attention to dimensions with lower scores, such as the supervisory relationship, while maintaining and enhancing dimensions with higher scores, such as the hospital manager's leadership style. [ABSTRACT FROM AUTHOR]

Background and Aim: One of the most important components of medical student education, it is clinical education that should always be observed because of its importance. Accordingly, the present study aimed to investigate barriers to quality of clinical education from the viewpoints of medical students of Birjand University of Medical Sciences in the academic year 2018-2019. Materials and Methods: This descriptive cross-sectional study was performed on medical students. A total of 133 students who had completed their basic sciences courses were selected by the available sampling method. The data collecting tool was researcher made questionnaire that its validity and reliability were confirmed. Data were analyzed by SPSS software (Version 16). Results: The mean score of professor’s domain was 15.06±5.69, educational environment and staff 6.1±2.38, personal characteristics of students 6.64 ± 2.43 and curriculum 7.66 ±3.05. The lack of emphasis on important points of the educational materials while presenting the lesson, master's disregard for communication between theoretical knowledge and clinical skills, inadequate knowledge and theoretical information of students, and the student’s lack of confidence in the patient's bedside they were identified as the most important barriers to clinical education. There was also no agreement between the existing and the desired conditions in the areas of interest from the viewpoint of the students and the clinical environment and staff had the highest inconsistency. Conclusion: According to the present study, Students of among master's fields, Student individual characteristics, curriculum, staff and clinical environment, the most important barriers to education knew staff and clinical environments, which could be remedied by providing equipment and facilities and creating the necessary coordination between students and staff. [ABSTRACT FROM AUTHOR]

Abstract The quality of students' experiences in an education environment directly affect learning outcomes. In an applied profession such as nursing, students undertake work-integrated learning in unpredictable health settings where multiple influences interact. Understanding students' perspectives with a valid instrument is the first step in improving learning environments and maximizing learning outcomes. It is important that language and cultural nuances are accounted for when instruments are translated. This paper reports translation and psychometric properties of the Vietnamese language version (V-CLEI) of the modified English language Clinical Learning Environment Inventory (CLEI) (Newton et al., 2010). The V-CLEI was tested with a convenience sample of 209 Vietnamese nursing students to assess clinical learning experiences in hospitals in central Vietnam. The internal consistency, test-retest reliability, content validity and factor structure of the V-CLEI were examined. Results indicate that the V-CLEI is unlikely to be valid and reliable in the Vietnamese context and revision is required. This study informs research, particularly the different cultural dimensions considered when translating and adapting instruments. Highlights • The modified CLEI was translated into Vietnamese using the back-translation method. • Content validity and psychometric testing results of the V-CLEI were inconsistent. • Further modifications and validation need to be undertaken for use of the V-CLEI. [ABSTRACT FROM AUTHOR]

Educational environment is an important determinant of medical students' behaviour. It impacts their academic performance, motivation, and psychological well-being. Quantitative evidence have shown that there is a decrease in the positive perception of clinical medical students towards the educational environment. The primary focus on this study was to explore the clinical education environment through the lived experience of clinical medical students during medical training. Using hermeneutic phenomenology we aimed to interpret participants' experience of personal clinical learning journey through free text input. Thematic analysis was performed to analyse the written texts. Various measures were taken to enhance the trustworthiness of the findings. A total of 154 (74.8%) fourth year students and 144 (74.6%) final year students participated in the study. We identified six overarching themes of education environment in clinical setting that are personal development, teaching and learning, assessment for learning, facility, support and nurturing curriculum. The overlapping relationship of the themes is illustrated in the Clinical Education Environment Framework. While many themes were consistent with existing framework, our findings also proposed assessment as an important component to influence perception on education environment. The themes in this study finding conform to the definition of education environment which covers physical, social, and psychological aspects of students learning. Medical schools should take active measures to incorporate a nurturing education environment especially in clinical year where students struggle with the hidden curriculum. [ABSTRACT FROM AUTHOR]

Aim: A methodological type of study was conducted for the purpose of investigating the validity and reliability of the Turkish version of the Clinical Learning Environment, Supervision and Nurse Teacher (CLES+T) evaluation scale of the clinical learning environment of students, clinical nurses, and educators. Methods: Sample was comprised of 602 Turkish nursing students with clinical practice experience at the hospital. The CLES+T, developed by Saarikoski, was used for data collection. Language equivalency, internal consistency, item-total correlation, and structure validity were conducted within the scope of the validity and reliability study on the CLES +T scale. Results: It was determined that item-total correlations of four items were lower than 0.30, and those items were removed from the scale as a result of item analysis. The Cronbach's alpha value of the scale was 0.93-0.99; item total point correlations of the scale varied between 0.45 and 0.66; six factors were identified in the CLES+T factor analysis study, with a total variance explained by these six factors of 64%. Conclusion: According to the findings of the research, the CLES+T Turkish version was found to be a valid and reliable scale, which can be used to evaluate satisfaction of nursing students with their clinical education in Turkey. [ABSTRACT FROM AUTHOR]

Objective Literature suggests that the need to belong influences health and well-being, behavioural, emotional and cognitive responses. This paper describes the impending development and validation of a toolkit for nurses to create the experience of belongingness with a team approach, for student nurses undertaking a clinical placement. Setting and Subjects The design of the toolkit will be developed from a selected Delphi panel process involving nursing experts' experience and opinions. The toolkit will then be distributed to nurses in selected clinical areas for use during periods of clinical placements. Primary Argument Clinical placements are essential for professional socialisation in which nurses provide compelling role models for how to think, feel and act. However, students have often identified a sense of alienation through poor clinical experiences. The need to belong and be part of a team exerts a powerful influence on cognitive processes and behavioural responses. The absence of meaningful interpersonal relationships can result in failure to develop optimal clinical reasoning and critical thinking skills to manage patient care safely. Conclusion More needs to be achieved than to simply justify the core attributes of a good clinical learning environment. Understanding of the key role that clinical leaders and supervisors exert to create a belongingness environment can influence positively the attitude of other staff towards students. For a valued positive clinical learning experience to become the benchmark of best practice, it requires a structured process, a toolkit to enable nurses to comprehend the concept of belongingness and to support them in embedding this model into their role of supervision. [ABSTRACT FROM AUTHOR]

Nursing students have experienced stress because they need to focus on academic performance while being exposed to a clinical environment. The study aimed to identify the contributing factors of stress and the clinical environment expectations of undergraduate nursing students during their clinical practice at a university in Singapore. A cross-sectional descriptive study design using validated surveys was adopted. The Stressors in Nursing Students and the Clinical Learning Environment Inventory questionnaires were used to collect the data in January 2014. A total of 285 nursing students participated in this study. The results showed that third year nursing students had higher stress levels than first year and second year students. Satisfaction in terms of fulfilment among nursing students during clinical practice was found to be the most influential factor in predicting stress. The study suggests that the nursing faculty needs to be more concerned about nursing students' stress level and provide more support to third year students. In addition, students' satisfaction should be considered when developing a clinical curriculum. [ABSTRACT FROM AUTHOR]

Background: 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 education. The nursing students' satisfaction is considered as an important factor of such assessment, contributing to any potential reforms in order to optimize the learning activities and achievements within clinical settings. The aim of the study was to investigate nursing students' satisfaction of the clinical settings as learning environments. Method: A quantitative descriptive, correlational design was used. A sample of 463 undergraduate nursing students from the three universities in Cyprus were participated. Data were collected using the Clinical Learning Environment, Supervision and Nurse Teacher (CLES + T). Results: Nursing students were highly satisfied with the clinical learning environment and their satisfaction has been positively related to all clinical learning environment constructs namely the pedagogical atmosphere, the Ward Manager's leadership style, the premises of Nursing in the ward, the supervisory relationship (mentor) and the role of the Nurse Teacher (p < 0.001). Students who had a named mentor reported more satisfied with the supervisory relationship. The frequency of meetings among the students and the mentors increased the students' satisfaction with the clinical learning environment. It was also revealed that 1st year students were found to be more satisfied than the students in other years. Conclusion: The supervisory relationship was evaluated by the students as the most influential factor in their satisfaction with the clinical learning environment. Student's acceptance within the nursing team and a well-documented individual nursing care is also related with students' satisfaction. The pedagogical atmosphere is considered pivotal, with reference to students' learning activities and competent development within the clinical setting. Therefore, satisfaction could be used as an important contributing factor towards the development of clinical learning environments in order to satisfy the needs and expectations of students. The value of the development of an organized mentorship system is illustrated in the study. [ABSTRACT FROM AUTHOR]

Clinical instructor and clinical learning environment are parameters that contribute significantly to the clinical education of students. Purpose: To investigate nurses' views about their role as a clinical instructor and the clinical learning environment. Material and Method: The sample of this descriptive study consisted of 94 nurses who worked in hospitals of Attica and in departments where students were being trained (May-July 2013). A questionnaire/special form of 30 questions was used for data collection concerning their demographic characteristics, opinions on the educational environment, the attitude in the educational process, opinions on the clinical instructor and educational needs. The results are presented in frequencies and percentages. Results: The majority of the sample were women 83% (n=78) aged 36-40 years old 28.7% (n=27) with 11-15 years of job experience 31.9% (n=30). 16 %(n=15) had a Master's degree and 3.2% (n=3) held a doctorate. According to the responses nurses apply the functional system of care (54.3%) but recognize as best for education (61.7%) the total patient care. The 51.1% described the educational environment as moderate and 47.9% as excellent. The clinical setting according to 59.6% contributes by 70% -100% in the learning experience. The nurses' rounds and nursing report were deemed important learning opportunities from 79.8% and 76.6% respectively. 85% of students follow nurses' rounds, while the gap between theory and practice was characterized very high by 50% of nurses. A large percentage (74.5%) would like to attend also a special education program. Conclusion: Nurses recognize the role of the clinical instructor and the significance of the learning environment and wish to have special training to be able to plan educational experiences. [ABSTRACT FROM AUTHOR]

Aim The aim of this study was to report an analysis of the clinical learning environment concept. Background Nursing students are evaluated in clinical learning environments where skills and knowledge are applied to patient care. These environments affect achievement of learning outcomes, and have an impact on preparation for practice and student satisfaction with the nursing profession. Providing clarity of this concept for nursing education will assist in identifying antecedents, attributes and consequences affecting student transition to practice. Design The clinical learning environment was investigated using Walker and Avant's concept analysis method. Data sources A literature search was conducted using WorldCat, MEDLINE and CINAHL databases using the keywords clinical learning environment, clinical environment and clinical education. Articles reviewed were written in English and published in peer-reviewed journals between 1995-2014. Methods All data were analysed for recurring themes and terms to determine possible antecedents, attributes and consequences of this concept. Results The clinical learning environment contains four attribute characteristics affecting student learning experiences. These include: (1) the physical space; (2) psychosocial and interaction factors; (3) the organizational culture and (4) teaching and learning components. These attributes often determine achievement of learning outcomes and student self-confidence. Conclusion With better understanding of attributes comprising the clinical learning environment, nursing education programmes and healthcare agencies can collaborate to create meaningful clinical experiences and enhance student preparation for the professional nurse role. [ABSTRACT FROM AUTHOR]

Clinical education has a vital role in nursing curriculum. Clinical education environment can be enhanced by feedbacks provided by students. The purpose of this research was to search factors that affect the clinical learning environment. A qualitative approach was used. 36 nursing students were recruited from school of nursing in Turkey. It was found that students are negatively affected by communication errors and feedbacks given in the presence of patients by instructors. The constant presence of instructors may be the source of stress for some students. Besides peer support and favourable communication with peers have a positive impact on student learning. Communication with hospital staff and instructors are important. The study revealed that student learning is affected by the level of confidence and support displayed by patients. In order to ensure the most favourable learning environment for students, it is essential that cooperation should be increased between school staff and clinical staff, instructor skills should be developed, and students should be supported in the clinical environment. [ABSTRACT FROM AUTHOR]

Introduction: The clinical practice of undergraduate nursing students in pediatric nursing is a large and important part of their training for the development of knowledge, skills and change of attitudes and behavior regarding the care of children. Aim: To investigate the views of nursing students on the implementation of the training program in pediatric nursing course in real clinical environment. Material and Method: The study population consisted of 175 students of the Nursing Department of the Technological Educational Institute of Athens trained in clinical practice course at Children's Hospitals. The data collection was performed using a structured, anonymous questionnaire. We examined four areas of clinical training :(a) general features of clinical practice, (b) educational goals achievement,(c) characteristics of clinical teacher and(d) self-assessment of students. Data analysis was performed with the IBM SPSS 21.0. Results: Internal reliability of the questionnaire was excellent (Cronbach’s alpha was 0.92).Ninety-three percent of the participants were women while mean age was 22.3 years (0.37). The organization of the clinical course, the application of the clinical course and the application of the clinical practice were evaluated by the students as being from very good to excellent (82.3%, 69.1% and 70.3% respectively). Ninety-five percent argued that the content of the clinical courses met the initial objectives. Ninety-six percent of students answered that the educational goals of clinical practice were set at the beginning of the practice, whereas 65.1%answered that the teacher was qualified. The score in the field “general features of clinical practice”, “educational goals achievement”, "characteristics of clinical teacher”, “students self-assessment" was 15.3, 17.6, 27.2 and 42.3 respectively. Conclusion: Greeks nursing students have a positive perception of the clinical learning environment in pediatric hospitals, although there is still room for improvement. The presented scale is an appropriate tool for the evaluation of clinical practice by students. [ABSTRACT FROM AUTHOR]

Introduction: Much of the staff nurses make up the health system. So their education have huge impact on community health.One way to ensure their abilities is providing effective clinical education. So attention to various aspect of clinical education has been done.This study was done to analysis and discuss these dimensions. Method: by using the key words clinical education ,clinical environment,clinical educational problem ,all related studies done between 2000 and 2010 were searched on ovid,iranmedex,medlib.The studies were assessed base on the areas discussed in the clinical education and 23 article were selected. Conclusion: Dimensions of clinical education philosophy seems by the fact the area are challenging that should be consider.So these are recommended for researching in nursing education. [ABSTRACT FROM AUTHOR]