A M A Nasirudeen, Xiao Song, Brandon Sng, Donghong Pan
{"title":"护理专业学生对临床学习环境的看法：纵向队列研究。","authors":"A M A Nasirudeen, Xiao Song, Brandon Sng, Donghong Pan","doi":"10.1097/NNE.0000000000001740","DOIUrl":null,"url":null,"abstract":"<p><strong>Background: </strong>The clinical learning environment (CLE) plays a vital role in students' learning in clinical settings. However, to our knowledge, no longitudinal cohort studies have been published on how CLE influences nursing students' learning during clinical placements.</p><p><strong>Purpose: </strong>This study investigated a cohort of nursing students' perceptions of CLE during their first and third-year clinical placements.</p><p><strong>Methods: </strong>The clinical learning environment inventory (CLEI) questionnaire was used in this study. In 2021, a convenience sample of 450 first-year nursing students was invited to complete the CLEI questionnaire. In 2023, the same cohort of students in their third year of study were invited to complete the questionnaire.</p><p><strong>Results: </strong>Personalization, satisfaction, and task orientation had higher mean scores than the other CLEI subscales. The lowest mean scores were found for the teaching innovation and individualization subscales. Multiple regression and bivariate correlation analyses revealed task orientation as the strongest predictor of student satisfaction with the CLE.</p><p><strong>Conclusions: </strong>Nursing students in Singapore have a moderately positive satisfaction with their CLE. Clinical instructors should design innovative lesson plans to improve the student experience and learning in the CLE.</p>","PeriodicalId":54706,"journal":{"name":"Nurse Educator","volume":" ","pages":"E85-E89"},"PeriodicalIF":2.4000,"publicationDate":"2025-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":"{\"title\":\"Nursing Students' Perception of the Clinical Learning Environment: A Longitudinal, Cohort Study.\",\"authors\":\"A M A Nasirudeen, Xiao Song, Brandon Sng, Donghong Pan\",\"doi\":\"10.1097/NNE.0000000000001740\",\"DOIUrl\":null,\"url\":null,\"abstract\":\"<p><strong>Background: </strong>The clinical learning environment (CLE) plays a vital role in students' learning in clinical settings. However, to our knowledge, no longitudinal cohort studies have been published on how CLE influences nursing students' learning during clinical placements.</p><p><strong>Purpose: </strong>This study investigated a cohort of nursing students' perceptions of CLE during their first and third-year clinical placements.</p><p><strong>Methods: </strong>The clinical learning environment inventory (CLEI) questionnaire was used in this study. In 2021, a convenience sample of 450 first-year nursing students was invited to complete the CLEI questionnaire. In 2023, the same cohort of students in their third year of study were invited to complete the questionnaire.</p><p><strong>Results: </strong>Personalization, satisfaction, and task orientation had higher mean scores than the other CLEI subscales. The lowest mean scores were found for the teaching innovation and individualization subscales. Multiple regression and bivariate correlation analyses revealed task orientation as the strongest predictor of student satisfaction with the CLE.</p><p><strong>Conclusions: </strong>Nursing students in Singapore have a moderately positive satisfaction with their CLE. Clinical instructors should design innovative lesson plans to improve the student experience and learning in the CLE.</p>\",\"PeriodicalId\":54706,\"journal\":{\"name\":\"Nurse Educator\",\"volume\":\" \",\"pages\":\"E85-E89\"},\"PeriodicalIF\":2.4000,\"publicationDate\":\"2025-03-01\",\"publicationTypes\":\"Journal Article\",\"fieldsOfStudy\":null,\"isOpenAccess\":false,\"openAccessPdf\":\"\",\"citationCount\":\"0\",\"resultStr\":null,\"platform\":\"Semanticscholar\",\"paperid\":null,\"PeriodicalName\":\"Nurse Educator\",\"FirstCategoryId\":\"3\",\"ListUrlMain\":\"https://doi.org/10.1097/NNE.0000000000001740\",\"RegionNum\":3,\"RegionCategory\":\"医学\",\"ArticlePicture\":[],\"TitleCN\":null,\"AbstractTextCN\":null,\"PMCID\":null,\"EPubDate\":\"2024/9/24 0:00:00\",\"PubModel\":\"Epub\",\"JCR\":\"Q1\",\"JCRName\":\"NURSING\",\"Score\":null,\"Total\":0}","platform":"Semanticscholar","paperid":null,"PeriodicalName":"Nurse Educator","FirstCategoryId":"3","ListUrlMain":"https://doi.org/10.1097/NNE.0000000000001740","RegionNum":3,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"2024/9/24 0:00:00","PubModel":"Epub","JCR":"Q1","JCRName":"NURSING","Score":null,"Total":0}
Nursing Students' Perception of the Clinical Learning Environment: A Longitudinal, Cohort Study.
Background: The clinical learning environment (CLE) plays a vital role in students' learning in clinical settings. However, to our knowledge, no longitudinal cohort studies have been published on how CLE influences nursing students' learning during clinical placements.
Purpose: This study investigated a cohort of nursing students' perceptions of CLE during their first and third-year clinical placements.
Methods: The clinical learning environment inventory (CLEI) questionnaire was used in this study. In 2021, a convenience sample of 450 first-year nursing students was invited to complete the CLEI questionnaire. In 2023, the same cohort of students in their third year of study were invited to complete the questionnaire.
Results: Personalization, satisfaction, and task orientation had higher mean scores than the other CLEI subscales. The lowest mean scores were found for the teaching innovation and individualization subscales. Multiple regression and bivariate correlation analyses revealed task orientation as the strongest predictor of student satisfaction with the CLE.
Conclusions: Nursing students in Singapore have a moderately positive satisfaction with their CLE. Clinical instructors should design innovative lesson plans to improve the student experience and learning in the CLE.
期刊介绍：
Nurse Educator, a scholarly, peer reviewed journal for faculty and administrators in schools of nursing and nurse educators in other settings, provides practical information and research related to nursing education. Topics include program, curriculum, course, and faculty development; teaching and learning in nursing; technology in nursing education; simulation; clinical teaching and evaluation; testing and measurement; trends and issues; and research in nursing education.
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