Nursing students’ experiences of and satisfaction with the clinical learning environment: the role of educational models in the simulation laboratory and in clinical practice

Nursing students’ experiences of and satisfaction with the clinical learning environment: the role of educational models in the simulation laboratory and in clinical practice

Authors

  • Valeria Cremonini PhD, MSN, RN, School of Nursing, ASL Romagna and University of Bologna, Italy
  • Paola Ferri MSN, RN, School of Nursing, Department of Diagnostic, Clinical and Public Health Medicine, University of Modena and Reggio Emilia, Italy
  • Giovanna Artioli MSN, RN, School of Nursing, Department of Diagnostic, Clinical and Public Health Medicine, University of Modena and Reggio Emilia, Italy
  • Leopoldo Sarli Departmemt of Surgical Sciences, Parma University, Italy
  • Enrico Piccioni RN, Villa Nina, New Village of the Child Foundation, Ravenna, Italy
  • Ivan Rubbi PhD, MSN, RN, School of Nursing, ASL Romagna and University of Bologna, Italy

Keywords:

nursing education, undergraduate nursing student, clinical learning environment, clinical practice, simulation laboratory, clinical nurse supervisor, nurse teacher, CLES T

Abstract

Background and aim of the work: Student satisfaction is an important element of the effectiveness of clinical placement, but there is little consensus in the literature as to the preferred model of clinical experience for undergraduate nursing students. The aim of this study was assess, for each academic year, students’ perception of the roles of nurse teachers (NT) and clinical nurse supervisors (CNS) who perform tutoring in both apprenticeship and laboratories and to identify and evaluate students’ satisfaction with the environment of clinical learning. Method: This analytic cross-sectional study was conducted in a sample of 173 nursing students in the Northern Italy. The research instrument used is the Clinical learning environment, supervision and nurse teacher (CLES+T) evaluation scale. Data were statistically analysed. Results: 94% of our sample answered questionnaires. Students expressed a higher level of satisfaction with their training experiences. The highest mean value was in the sub-dimension “Pedagogical atmosphere on the ward”. Third year students expressed higher satisfaction levels in their relationship with the CNS and lower satisfaction levels in their relationship with the NT. This result may be due to the educational model that is adopted in the course, in which the simulation laboratory didactic activities of the third year are conducted by CNS, who also supervises experiences of clinical learning in the clinical practice. Conclusions: The main finding in this study was that the students’ satisfaction with the supervisory relationship and the role of NT depend on how supervision in the clinical practice and in the simulation laboratory is organized.

Downloads

Published

29-01-2016

Issue

Section

Original article: Professional education

How to Cite

1.
Nursing students’ experiences of and satisfaction with the clinical learning environment: the role of educational models in the simulation laboratory and in clinical practice. Acta Biomed [Internet]. 2016 Jan. 29 [cited 2024 Jun. 23];86(3Supp):194-20. Available from: https://mattioli1885journals.com/index.php/actabiomedica/article/view/5161