{"title":"护理和助产专业学生对临床轮转经历的满意度：临床学习环境的作用。","authors":"Alhassan Basour Adam, Andrew Adjei Druye, Akwasi Kumi-Kyereme, Wahab Osman, Afizu Alhassan","doi":"10.1155/2021/7258485","DOIUrl":null,"url":null,"abstract":"<p><strong>Background: </strong>The clinical learning environment and clinical rotation experience of students are integral to nursing curriculum and are a crucial component of nursing education which helps transform theoretical knowledge to clinical practical skills.</p><p><strong>Objective: </strong>This study was aimed at assessing the role of the clinical learning environment on undergraduate nursing and midwifery students' satisfaction with their clinical rotation experience.</p><p><strong>Method: </strong>The study employed a quantitative cross-sectional survey design. Data was collected from a sample of 240 undergraduate nursing and midwifery students of the University for Development Studies, Tamale, Ghana, using a structured questionnaire. Ethical approval was obtained from the University of Cape Coast Ethics Review Board. Descriptive analysis was displayed as frequencies and percentages. Inferentially, Fisher's exact test, linear regression, and Spearman's correlation tests were used to test for and quantify associations between independent and dependent variables at <i>p</i> ≤ 0.05.</p><p><strong>Results: </strong>The level of students' satisfaction with both clinical rotation experience and the clinical learning environment was high (65.6% and 63.5%, respectively). A statistically significant association of the students' satisfaction with their clinical rotation experience was found. There was a statistically significant relationship between the clinical learning environment (<i>χ</i> <sup>2</sup> (9, <i>N</i> = 224) = 80.665, <i>p</i> < 0.001), pedagogical atmosphere in the clinical area (<i>r</i> <sub><i>s</i></sub> = 0.379, <i>p</i> < 0.001), the leadership style of the ward manager (<i>r</i> <sub><i>s</i></sub> = 0.340, <i>p</i> < 0.001), the premises of nursing in the ward environment (<i>r</i> <sub><i>s</i></sub> = 0.501, <i>p</i> < 0.001), and the students' satisfaction with their clinical rotation experience.</p><p><strong>Conclusion: </strong>These findings provide nurse educators and clinicians with meaningful understanding about areas to prioritise when planning clinical learning opportunities in such a way that skills learning and practice of nursing skills are successful and satisfactory for undergraduate student nurses and midwives.</p>","PeriodicalId":46917,"journal":{"name":"Nursing Research and Practice","volume":"2021 ","pages":"7258485"},"PeriodicalIF":2.2000,"publicationDate":"2021-04-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC8060119/pdf/","citationCount":"0","resultStr":"{\"title\":\"Nursing and Midwifery Students' Satisfaction with Their Clinical Rotation Experience: The Role of the Clinical Learning Environment.\",\"authors\":\"Alhassan Basour Adam, Andrew Adjei Druye, Akwasi Kumi-Kyereme, Wahab Osman, Afizu Alhassan\",\"doi\":\"10.1155/2021/7258485\",\"DOIUrl\":null,\"url\":null,\"abstract\":\"<p><strong>Background: </strong>The clinical learning environment and clinical rotation experience of students are integral to nursing curriculum and are a crucial component of nursing education which helps transform theoretical knowledge to clinical practical skills.</p><p><strong>Objective: </strong>This study was aimed at assessing the role of the clinical learning environment on undergraduate nursing and midwifery students' satisfaction with their clinical rotation experience.</p><p><strong>Method: </strong>The study employed a quantitative cross-sectional survey design. Data was collected from a sample of 240 undergraduate nursing and midwifery students of the University for Development Studies, Tamale, Ghana, using a structured questionnaire. Ethical approval was obtained from the University of Cape Coast Ethics Review Board. Descriptive analysis was displayed as frequencies and percentages. Inferentially, Fisher's exact test, linear regression, and Spearman's correlation tests were used to test for and quantify associations between independent and dependent variables at <i>p</i> ≤ 0.05.</p><p><strong>Results: </strong>The level of students' satisfaction with both clinical rotation experience and the clinical learning environment was high (65.6% and 63.5%, respectively). A statistically significant association of the students' satisfaction with their clinical rotation experience was found. There was a statistically significant relationship between the clinical learning environment (<i>χ</i> <sup>2</sup> (9, <i>N</i> = 224) = 80.665, <i>p</i> < 0.001), pedagogical atmosphere in the clinical area (<i>r</i> <sub><i>s</i></sub> = 0.379, <i>p</i> < 0.001), the leadership style of the ward manager (<i>r</i> <sub><i>s</i></sub> = 0.340, <i>p</i> < 0.001), the premises of nursing in the ward environment (<i>r</i> <sub><i>s</i></sub> = 0.501, <i>p</i> < 0.001), and the students' satisfaction with their clinical rotation experience.</p><p><strong>Conclusion: </strong>These findings provide nurse educators and clinicians with meaningful understanding about areas to prioritise when planning clinical learning opportunities in such a way that skills learning and practice of nursing skills are successful and satisfactory for undergraduate student nurses and midwives.</p>\",\"PeriodicalId\":46917,\"journal\":{\"name\":\"Nursing Research and Practice\",\"volume\":\"2021 \",\"pages\":\"7258485\"},\"PeriodicalIF\":2.2000,\"publicationDate\":\"2021-04-14\",\"publicationTypes\":\"Journal Article\",\"fieldsOfStudy\":null,\"isOpenAccess\":false,\"openAccessPdf\":\"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC8060119/pdf/\",\"citationCount\":\"0\",\"resultStr\":null,\"platform\":\"Semanticscholar\",\"paperid\":null,\"PeriodicalName\":\"Nursing Research and Practice\",\"FirstCategoryId\":\"1085\",\"ListUrlMain\":\"https://doi.org/10.1155/2021/7258485\",\"RegionNum\":0,\"RegionCategory\":null,\"ArticlePicture\":[],\"TitleCN\":null,\"AbstractTextCN\":null,\"PMCID\":null,\"EPubDate\":\"2021/1/1 0:00:00\",\"PubModel\":\"eCollection\",\"JCR\":\"Q1\",\"JCRName\":\"NURSING\",\"Score\":null,\"Total\":0}","platform":"Semanticscholar","paperid":null,"PeriodicalName":"Nursing Research and Practice","FirstCategoryId":"1085","ListUrlMain":"https://doi.org/10.1155/2021/7258485","RegionNum":0,"RegionCategory":null,"ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"2021/1/1 0:00:00","PubModel":"eCollection","JCR":"Q1","JCRName":"NURSING","Score":null,"Total":0}
引用次数: 0
摘要
背景：学生的临床学习环境和临床轮转经历是护理课程不可或缺的一部分，也是护理教育的重要组成部分，有助于将理论知识转化为临床实践技能：本研究旨在评估临床学习环境对护理和助产专业本科生临床轮转经历满意度的影响：研究采用了定量横断面调查设计。使用结构化问卷从加纳塔马利发展研究大学的 240 名护理和助产专业本科生中收集数据。研究获得了海岸角大学伦理审查委员会的伦理批准。描述性分析以频率和百分比表示。推断性分析、费雪精确检验、线性回归和斯皮尔曼相关检验用于检验和量化自变量和因变量之间的联系，P≤0.05：学生对临床轮转经历和临床学习环境的满意度都很高（分别为 65.6% 和 63.5%）。学生对临床轮转经历的满意度与临床学习环境的满意度在统计学上有显著关联。临床学习环境（χ 2 (9, N = 224) = 80.665, p < 0.001）、临床区域的教学氛围（r s = 0.379, p < 0.001）、病房管理者的领导风格（r s = 0.340, p < 0.001）、病房环境中的护理前提（r s = 0.501, p < 0.001）与学生对临床轮转经历的满意度之间存在统计学意义上的显著关系：这些研究结果为护士教育者和临床医生提供了有意义的理解，即在规划临床学习机会时应优先考虑的领域，从而使本科生护士和助产士的技能学习和护理技能实践取得成功并令人满意。
Nursing and Midwifery Students' Satisfaction with Their Clinical Rotation Experience: The Role of the Clinical Learning Environment.
Background: The clinical learning environment and clinical rotation experience of students are integral to nursing curriculum and are a crucial component of nursing education which helps transform theoretical knowledge to clinical practical skills.
Objective: This study was aimed at assessing the role of the clinical learning environment on undergraduate nursing and midwifery students' satisfaction with their clinical rotation experience.
Method: The study employed a quantitative cross-sectional survey design. Data was collected from a sample of 240 undergraduate nursing and midwifery students of the University for Development Studies, Tamale, Ghana, using a structured questionnaire. Ethical approval was obtained from the University of Cape Coast Ethics Review Board. Descriptive analysis was displayed as frequencies and percentages. Inferentially, Fisher's exact test, linear regression, and Spearman's correlation tests were used to test for and quantify associations between independent and dependent variables at p ≤ 0.05.
Results: The level of students' satisfaction with both clinical rotation experience and the clinical learning environment was high (65.6% and 63.5%, respectively). A statistically significant association of the students' satisfaction with their clinical rotation experience was found. There was a statistically significant relationship between the clinical learning environment (χ2 (9, N = 224) = 80.665, p < 0.001), pedagogical atmosphere in the clinical area (rs = 0.379, p < 0.001), the leadership style of the ward manager (rs = 0.340, p < 0.001), the premises of nursing in the ward environment (rs = 0.501, p < 0.001), and the students' satisfaction with their clinical rotation experience.
Conclusion: These findings provide nurse educators and clinicians with meaningful understanding about areas to prioritise when planning clinical learning opportunities in such a way that skills learning and practice of nursing skills are successful and satisfactory for undergraduate student nurses and midwives.
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