Students’ perception of the psycho-social clinical learning environment: An evaluation of placement models

Students’ perception of the psycho-social clinical learning environment: An evaluation of... Nursing is a practice based discipline. A supportive environment has been identified as important for the transfer of learning in the clinical context. The aim of the paper was to assess undergraduate nurses’ perceptions of the psychosocial characteristics of clinical learning environments within three different clinical placement models. Three hundred and eight-nine undergraduate nursing students rated their perceptions of the psycho-social learning environment using a Clinical Learning Environment Inventory. There were 16 respondents in the Preceptor model category, 269 respondents in the Facilitation model category and 114 respondents in the clinical education unit model across 25 different clinical areas in one tertiary facility. The most positive social climate was associated with the preceptor model. On all subscales the median score was rated higher than the two other models. When clinical education units were compared with the standard facilitation model the median score was rated higher in all of the subscales in the Clinical Learning Environment Inventory. These results suggest that while preceptoring is an effective clinical placement strategy that provides psycho-social support for students, clinical education units that are more sustainable through their placement of greater numbers of students, can provide greater psycho-social support for students than traditional models. http://www.deepdyve.com/assets/images/DeepDyve-Logo-lg.png Nurse Education Today Elsevier

Students’ perception of the psycho-social clinical learning environment: An evaluation of placement models

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Publisher
Elsevier
Copyright
Copyright © 2006 Elsevier Ltd
ISSN
0260-6917
eISSN
1532-2793
D.O.I.
10.1016/j.nedt.2006.01.012
Publisher site
See Article on Publisher Site

Abstract

Nursing is a practice based discipline. A supportive environment has been identified as important for the transfer of learning in the clinical context. The aim of the paper was to assess undergraduate nurses’ perceptions of the psychosocial characteristics of clinical learning environments within three different clinical placement models. Three hundred and eight-nine undergraduate nursing students rated their perceptions of the psycho-social learning environment using a Clinical Learning Environment Inventory. There were 16 respondents in the Preceptor model category, 269 respondents in the Facilitation model category and 114 respondents in the clinical education unit model across 25 different clinical areas in one tertiary facility. The most positive social climate was associated with the preceptor model. On all subscales the median score was rated higher than the two other models. When clinical education units were compared with the standard facilitation model the median score was rated higher in all of the subscales in the Clinical Learning Environment Inventory. These results suggest that while preceptoring is an effective clinical placement strategy that provides psycho-social support for students, clinical education units that are more sustainable through their placement of greater numbers of students, can provide greater psycho-social support for students than traditional models.

Journal

Nurse Education TodayElsevier

Published: Oct 1, 2006

References

  • Development of an innovative tool to assess hospital learning environments
    Chan, D.
  • Moving from novice to expert – the value of learning in clinical practice: a literature review
    Field, D.
  • Discursive influences on clinical teaching in Australian undergraduate nursing programs
    McKenna, L.; Wellard, S.
  • Student impressions of clinical nursing
    Pearcey, P.; Elliott, B.
  • Bridging theory and practice in the supervisory relationship: a sociocultural perspective
    Spouse, J.

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