Development of Student Nurse-Driven Tools to Assess Learning Needs and Clinical Learning Environments in Order to Establish Guiding Principles for Maintaining High Quality Clinical Education
DEVELOPMENT OF STUDENT NURSE-DRIVEN TOOLS TO ASSESS LEARNING NEEDS AND CLINICAL LEARNING ENVIRONMENTS IN ORDER TO ESTABLISH GUIDING PRINCIPLES FOR MAINTAINING HIGH QUALITY CLINICAL EDUCATION
ABSTRACT
This paper addresses two major factors of clinical education, namely: students’ determination of their own learning needs and their perceptions of the clinical learning environment, with the end in view of developing assessment tools to help establish and maintain high quality clinical learning environments in nursing education.
Individual semi-structured interviews were conducted in a private setting with seven (7) undergraduate nursing students, in an attempt to gain a deep, interpretive and holistic understanding of the perceptions of these students with regard to their clinical learning experiences and felt educational needs.
The study found agreement on 92 felt learning needs, and also noted differing opinions among student nurses on selection and ranking of learning needs.
The elements of an ideal clinical learning environment identified by the students could be categorized under five headings: 1) Clarity of objectives, 2) High quality clinical education staff, 3) A welcoming environment, 4) A culture of learning, and 5) Appropriate learning opportunities.
KEY WORDS: Clinical placements, Learning environment, Learning needs assessment, Clinical education
1. Introduction
Clinical education, usually delivered to undergraduate nursing students through clinical placements, is a vital component in the curricula of nursing programs because it provide students with an opportunity to integrate and apply knowledge, skills and attitudes taught in the classroom or laboratory in a clinical setting. However, although often described as the single most important resource in the development of knowledgeable and competent nursing professionals, it remains essential to take cognizance of the various
ABSTRACT
This paper addresses two major factors of clinical education, namely: students’ determination of their own learning needs and their perceptions of the clinical learning environment, with the end in view of developing assessment tools to help establish and maintain high quality clinical learning environments in nursing education.
Individual semi-structured interviews were conducted in a private setting with seven (7) undergraduate nursing students, in an attempt to gain a deep, interpretive and holistic understanding of the perceptions of these students with regard to their clinical learning experiences and felt educational needs.
The study found agreement on 92 felt learning needs, and also noted differing opinions among student nurses on selection and ranking of learning needs.
The elements of an ideal clinical learning environment identified by the students could be categorized under five headings: 1) Clarity of objectives, 2) High quality clinical education staff, 3) A welcoming environment, 4) A culture of learning, and 5) Appropriate learning opportunities.
KEY WORDS: Clinical placements, Learning environment, Learning needs assessment, Clinical education
1. Introduction
Clinical education, usually delivered to undergraduate nursing students through clinical placements, is a vital component in the curricula of nursing programs because it provide students with an opportunity to integrate and apply knowledge, skills and attitudes taught in the classroom or laboratory in a clinical setting. However, although often described as the single most important resource in the development of knowledgeable and competent nursing professionals, it remains essential to take cognizance of the various
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