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临床聚类学习环境以及护理和助产专业学生的指导观念:横断面研究
Author(s) -
Saukkoriipi Mari,
Tuomikoski AnnaMaria,
Sivonen Pirkko,
Kärsämänoja Taina,
Laitinen Arja,
Tähtinen Tanja,
Kääriäinen Maria,
Kuivila HeliMaria,
Juntunen Jonna,
Tomietto Marco,
Mikkonen Kristina
Publication year - 2020
Publication title -
journal of advanced nursing
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 0.948
H-Index - 155
eISSN - 1365-2648
pISSN - 0309-2402
DOI - 10.1111/jan.14452
Subject(s) - nursing , perception , learning environment , medicine , cross sectional study , population , obstetrics , medical education , psychology , pedagogy , environmental health , neuroscience , pathology
Aims This study aimed to explore nursing and midwifery students’ evaluation of the clinical learning environment and mentoring and to identify distinct student profiles relating to their perceptions. Design This study employed a cross‐sectional design. Settings The study population included nursing and midwifery students in a university hospital in Finland. Participants All nursing and midwifery students who completed their clinical placement were invited to take part in the study in the academic year 2017–2018. Methods The data ( N = 2,609) were gathered through an online survey using the Clinical Learning Environment, Supervision and Nurse Teacher scale. The data were analysed using a K‐mean cluster algorithm to identify nursing and midwifery students’ profiles. Results The findings from this study indicate four distinct profiles (A, B, C, & D) of nursing and midwifery students in relation to the clinical learning environment and mentoring. Profile A ( N = 1,352) students evaluated their clinical learning environment and mentoring to the highest level (mean varied from 9.44–8.38); and Profile D ( N = 151)‐ to the lowest (mean varied from 5.93–4.00). Conclusion The findings highlight that nursing and midwifery students evaluate their clinical learning environment and mentoring more highly when: they have a named mentor, student and mentor discuss learning goals, there is a final assessment in clinical learning, the mentor's guidance skills support student learning, the clinical learning supports the student's professional development and pre‐clinical teaching in an educational institution supports learning in the clinical placement. Impact Clinical learning plays an important role in nurse and midwifery education. Mentoring of clinical practice was shown to have a great influence on students’ perceptions of their success in clinical learning. We suggest that clinical practice should be strengthened by the building of collaboration between nursing teachers and registered nurses.