Professional Experience Placement

This study by Papathanasiou  et al (2014) investigated the views and perceptions of student nurses’ clinical learning environment. The authors describe the rationale for investigating this topic as they describe students as having a dual role where learning is combined with active involvement and contribution to patient care. Economic changes and saving resources impose new ways of providing care, this impacts on the need to ensure students  are trained as effectively as possible in  a real-time clinical environment; gain theoretical  and practical knowledge in an interpersonal way; and where there is a synergy of academic values and professional realities.

The study used a previously validated tool. The survey was anonymous. One hundred and ninety six students participated in the study undertaken in Greece during 2008-9.

The main finding was the was a gap between the perceived preferred clinical learning environment and the actual established environment. It suggests the students indicated they wanted a more positive learning environment than what they experienced, especially when it came to satisfaction, individualisation and innovation. Using the scales it seems that students deemed existing conditions were inadequate for creativity and initiative. Part of the reason for the low score for individualisation is that students are under direct supervision and are in an experiential, not virtual environment. Students did indicate they would prefer even more support than they already have from supervisors.

Satisfaction was found to be positively associated with the other dimensions of the questionnaire highlighting the multi factorial nature of the student’s satisfaction from the clinical environment. Linear regression analysis highlighted that student participation and belonging to a group contributed to student satisfaction. Additionally, consistent supervision enables the development of critical thinking.

The authors concluded by advocating that students need to be provided with opportunities for innovation within a controlled environment. The continued provision of supportive environments to facilitate learning and the acquisition of clinical skills.

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