Relationship between Nursing Students’ Clinical Learning Environment Satisfaction, their Self-Efficacy and Academic Achievement | ||||
| Alexandria Scientific Nursing Journal | ||||
| Volume 21, Issue 2, December 2019, Page 49-68 PDF (429 K) | ||||
| Document Type: Research articles | ||||
| DOI: 10.21608/asalexu.2019.206596 | ||||
 View on SCiNiTO | ||||
| Author | ||||
| Mohamed Saad Saleh* | ||||
| Nursing Administration, Faculty of Nursing, Alexandria University | ||||
| Abstract | ||||
| The clinical practice is the most significant element of nursing education, which must be practiced in suitable setting. The worth of Clinical Learning Environment is a valid indicator to confirm the value of nursing curriculum. The quality of patient care is only reasonable, if nursing staff have acquired high quality of clinical training during their nursing education and their employment years. Objective: Identify the relationship between nursing students’ Clinical Learning Environment satisfaction, their self-efficacy, and academic achievement. Setting: Six clinical training Hospitals namely: Alexandria Main University Hospital, Alexandria New University Hospital, Alexandria Students' University Hospital, El Shatby Pediatric Hospital, El Shatby Obstetric Hospital, and El Maamoura Psychiatric Hospital. Subjects: Nursing students enrolled in different nursing courses and affiliated to Faculty of Nursing – Alexandria University during their four consecutive academic years were recruited in this study (n=324). Tools: Clinical Learning Environment Inventory (CLEI) and College Academic Self-Efficacy Scale (CASES), and Personal Data Tool. Results: More than two thirds of the students were satisfied with their Clinical Learning Environment. Statistically significant positive correlation between Nursing students’ Clinical Learning Environment satisfaction, their Self- Efficacy and Academic Achievement in nursing courses existed and also, between students’ study year in nursing Faculty, Clinical training specialty, clinical training unit and Clinical Learning Environment satisfaction. A statistically significant positive correlation was detected between students’ age, study year in nursing Faculty, type clinical training hospitals, clinical training specialty, type clinical training units and their levels of self-efficacy. Conclusion: Nursing students highlighted negative areas that could be taken into consideration by the faculty members to enhance the Clinical Learning Environment. There is statistically significant positive correlation between Nursing students’ Clinical Learning Environment satisfaction, their Self-Efficacy and Academic Achievement in nursing courses. Recommendations: Measurement of nursing students’ satisfaction about the Clinical Learning Environment should be conducted in a compassionate and nonthreatening manner. Staff development programs for clinical instructors are needed to promote their skills in providing effective clinical training for nursing students. Opportunities should be allowed for nursing students to express their opinions about effectiveness of Clinical Learning Environment. The clinical instructors should assist nursing students to solve the problems facing them in the Clinical Learning Environment. | ||||
| Keywords | ||||
| Nursing Students; Clinical Learning Environment; Satisfaction, Self-Efficacy; Academic Achievement | ||||
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