埃塞俄比亚西南部Wolkite大学护理专业学生对临床学习环境满意度的相关因素。

IF 2.3 Q1 NURSING
Nursing Research and Practice Pub Date : 2022-10-25 eCollection Date: 2022-01-01 DOI:10.1155/2022/3465651
Ayana Benti Terefe, Tolesa Gemeda Gudeta
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引用次数: 2

摘要

背景:临床学习环境被定义为“临床环境中影响学生临床学习结果的优势互动网络”。了解学生对临床学习环境的满意程度对确保所需的教与学过程至关重要。因此,本研究旨在评估衣索比亚Wolkite大学护生对CLE的满意度。方法:在Wolkite大学进行横断面研究。本研究于2022年3月,采用目的明确、方便抽样的方法对208名实习护士进行调查。本研究采用英文版临床学习环境与监督+护士教师(CLES + T)评价量表。对收集的数据进行清洗、编码,录入Epi数据3.1,然后使用SPSS 26进行统计分析。采用双变量和多变量logistic回归模型分析护生对CLE满意度的影响因素。计算95%置信区间(ci)的调整优势比(AORs)和p值结果:超过一半的研究参与者是女性,近一半(50.5%)的参与者是护理项目的第三年。研究发现39.9% (95%CI: 32.2%, 46.6%)的学生对他们的CLE感到满意。影响护生CLE满意度的因素有性别(女生)(AOR = 16.053(6.397, 40.286)、年级(四年级)(AOR = 6.296(2.679, 14.796))、最后临床实习医院类型(基层医院)(AOR = 2.961(1.122, 7.815))。结论:需要制定有效的护理教育方案,以提高护理学生对临床实践的满意度,促进其积极情绪调节。护士从业人员和管理人员应该意识到他们在学生专业发展中的重要作用,以及他们对临床实习的满意度。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
Factors Associated with Nursing Student Satisfaction with Their Clinical Learning Environment at Wolkite University in Southwest Ethiopia.

Background: The clinical learning environment has been defined as "an interactive network of strengths within the clinical environment that influence the clinical learning outcomes of students. Understanding students' level of satisfaction with their clinical learning environment is crucial to ensuring the required teaching and learning process. Therefore, this study was designed to assess the level of satisfaction with the CLE among nursing students at the Wolkite University of Ethiopia.

Methods: A cross-sectional study was conducted at Wolkite University. This study was carried out in March 2022 on 208 student nurses selected by purposive and convenient sampling techniques. This study used the English version of the Clinical Learning Environment and Supervision + Nurse Teacher (CLES + T) evaluation scale. The collected data were cleaned, coded, and entered into Epi data 3.1, and then, statistical analyses were performed using SPSS version 26. Bivariate and multivariable logistic regression models were used to identify factors associated with the satisfaction level of nursing students towards CLE. Adjusted odds ratios (AORs) with 95% confidence intervals (CIs) were calculated, and p values < 0.05 were considered to indicate statistical significance.

Results: More than half of the study participants were females, and nearly half (50.5%) of the participants were in year three of the nursing program. The study found that 39.9% (95%CI: 32.2%, 46.6%) of students were satisfied with their CLE. Factors that had a significant association with the satisfaction level of nursing students towards CLE were gender (female students) (AOR = 16.053 (6.397, 40.286)), year of study (4th year) (AOR = 6.296 (2.679, 14.796)), and the type of the hospital in which their last clinical placement was held (at a primary hospital) (AOR = 2.961 (1.122, 7.815)).

Conclusion: Effective nursing education programs need to be developed to increase satisfaction with clinical practice and to promote positive emotional regulation in nursing students. Nurse practitioners and managers should be aware of their important role in the professional development of students and their satisfaction with clinical placements.

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