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Nepalese undergraduate nursing students' perceptions of the clinical learning environment, supervision and nurse teachers: A questionnaire survey
Clinical practice enables nursing students to acquire essential professional skills, but little is known about nursing students' perceptions of the clinical learning environment (CLE) in Nepal. To examine Nepalese nursing students' perceptions regarding the CLE and supervision. A cross-sec...
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| Published in: | Nurse education today 2016-04, Vol.39, p.181-188 |
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| creator | Nepal, Bijeta Taketomi, Kikuko Ito, Yoichi M. Kohanawa, Masashi Kawabata, Hidenobu Tanaka, Michiko Otaki, Junji |
| description | Clinical practice enables nursing students to acquire essential professional skills, but little is known about nursing students' perceptions of the clinical learning environment (CLE) in Nepal.
To examine Nepalese nursing students' perceptions regarding the CLE and supervision.
A cross-sectional questionnaire design was used.
Government and private hospitals in Nepal where the undergraduate nursing college students undertook their clinical practice.
Students with clinical practice experience were recruited from years 2–4 of the B.Sc. nursing program in Nepal (n=350). The final sample comprised 263 students.
A self-administered questionnaire including demographic characteristics, latest clinical practice site, and general satisfaction was administered February–March 2014. The previously validated Clinical Learning Environment, Supervision and Nurse Teacher evaluation scale was used in the questionnaire. The analytical approach used exploratory factor analysis, assessments of the scale and sub-dimension reliability, correlations of factors between scale sub-dimensions, and multiple regression analysis.
Students' practicum satisfaction level at government hospitals was significantly higher than those at private hospitals (p |
| doi_str_mv | 10.1016/j.nedt.2016.01.006 |
| format | article |
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To examine Nepalese nursing students' perceptions regarding the CLE and supervision.
A cross-sectional questionnaire design was used.
Government and private hospitals in Nepal where the undergraduate nursing college students undertook their clinical practice.
Students with clinical practice experience were recruited from years 2–4 of the B.Sc. nursing program in Nepal (n=350). The final sample comprised 263 students.
A self-administered questionnaire including demographic characteristics, latest clinical practice site, and general satisfaction was administered February–March 2014. The previously validated Clinical Learning Environment, Supervision and Nurse Teacher evaluation scale was used in the questionnaire. The analytical approach used exploratory factor analysis, assessments of the scale and sub-dimension reliability, correlations of factors between scale sub-dimensions, and multiple regression analysis.
Students' practicum satisfaction level at government hospitals was significantly higher than those at private hospitals (p<0.0001). Five factors explained 85.7% of the variance, with minor factorial structure differences compared with the original scale. Reliability was confirmed (Cronbach's alpha=0.93 for total scale, 0.76–0.92 for sub-dimensions). Inter-correlations between the five original sub-dimensions were 0.27–0.68 (p<0.0001). Students undertaking their practicum in private hospitals evaluated their clinical placements significantly more negatively on most sub-dimensions than those in government hospitals. Multiple regression analysis revealed a significant positive relationship between satisfaction and pedagogical atmosphere (p<0.0001).
This is the first study to investigate nursing students' perceptions of the CLE in undergraduate nursing programs in Nepal. Students were satisfied with the CLE overall, but satisfaction varied by practicum hospital sector. The most influential factor explaining satisfaction was pedagogical atmosphere.
•Nursing students in Nepal are satisfied with the clinical learning environment.•Satisfaction is higher for students in government than those in private hospitals.•Pedagogical atmosphere is the most influential factor explaining satisfaction.</description><identifier>ISSN: 0260-6917</identifier><identifier>EISSN: 1532-2793</identifier><identifier>DOI: 10.1016/j.nedt.2016.01.006</identifier><identifier>PMID: 27006054</identifier><language>eng</language><publisher>Scotland: Elsevier Ltd</publisher><subject>Adult ; Atmosphere ; Clinical environment ; Clinical medicine ; Clinical nursing ; Clinical placements ; Clinical supervision ; Clinical training ; College students ; Cronbach's alpha ; Cross-Sectional Studies ; Demography ; Education, Nursing, Baccalaureate ; Educational Environment ; Exploratory factor analysis ; Factor analysis ; Faculty, Nursing ; Female ; Hospitals ; Humans ; Learning ; Learning environment ; Multiple Regression Analysis ; Nepal ; Nurse tutors ; Nursing ; Nursing education ; Nursing Education Research ; Nursing Students ; Nursing, Supervisory ; Pedagogy ; Perceptions ; Personal Satisfaction ; Practice placements ; Preceptorship - methods ; Private hospitals ; Professional practice ; Questionnaire ; Regression analysis ; Reliability ; School environment ; Student attitudes ; Students, Nursing - psychology ; Surveys and Questionnaires ; Teachers ; Teaching methods ; Undergraduate students ; Work skills ; Young Adult</subject><ispartof>Nurse education today, 2016-04, Vol.39, p.181-188</ispartof><rights>2016 Elsevier Ltd</rights><rights>Copyright © 2016 Elsevier Ltd. All rights reserved.</rights><rights>Copyright Elsevier Science Ltd. Apr 2016</rights><lds50>peer_reviewed</lds50><woscitedreferencessubscribed>false</woscitedreferencessubscribed><citedby>FETCH-LOGICAL-c417t-876a87ce80a3838ad28642b7692ff1a952190c21a66d0c22cc8e9aad6c43a5dc3</citedby><cites>FETCH-LOGICAL-c417t-876a87ce80a3838ad28642b7692ff1a952190c21a66d0c22cc8e9aad6c43a5dc3</cites></display><links><openurl>$$Topenurl_article</openurl><openurlfulltext>$$Topenurlfull_article</openurlfulltext><thumbnail>$$Tsyndetics_thumb_exl</thumbnail><link.rule.ids>314,780,784,27924,27925,30999</link.rule.ids><backlink>$$Uhttps://www.ncbi.nlm.nih.gov/pubmed/27006054$$D View this record in MEDLINE/PubMed$$Hfree_for_read</backlink></links><search><creatorcontrib>Nepal, Bijeta</creatorcontrib><creatorcontrib>Taketomi, Kikuko</creatorcontrib><creatorcontrib>Ito, Yoichi M.</creatorcontrib><creatorcontrib>Kohanawa, Masashi</creatorcontrib><creatorcontrib>Kawabata, Hidenobu</creatorcontrib><creatorcontrib>Tanaka, Michiko</creatorcontrib><creatorcontrib>Otaki, Junji</creatorcontrib><title>Nepalese undergraduate nursing students' perceptions of the clinical learning environment, supervision and nurse teachers: A questionnaire survey</title><title>Nurse education today</title><addtitle>Nurse Educ Today</addtitle><description>Clinical practice enables nursing students to acquire essential professional skills, but little is known about nursing students' perceptions of the clinical learning environment (CLE) in Nepal.
To examine Nepalese nursing students' perceptions regarding the CLE and supervision.
A cross-sectional questionnaire design was used.
Government and private hospitals in Nepal where the undergraduate nursing college students undertook their clinical practice.
Students with clinical practice experience were recruited from years 2–4 of the B.Sc. nursing program in Nepal (n=350). The final sample comprised 263 students.
A self-administered questionnaire including demographic characteristics, latest clinical practice site, and general satisfaction was administered February–March 2014. The previously validated Clinical Learning Environment, Supervision and Nurse Teacher evaluation scale was used in the questionnaire. The analytical approach used exploratory factor analysis, assessments of the scale and sub-dimension reliability, correlations of factors between scale sub-dimensions, and multiple regression analysis.
Students' practicum satisfaction level at government hospitals was significantly higher than those at private hospitals (p<0.0001). Five factors explained 85.7% of the variance, with minor factorial structure differences compared with the original scale. Reliability was confirmed (Cronbach's alpha=0.93 for total scale, 0.76–0.92 for sub-dimensions). Inter-correlations between the five original sub-dimensions were 0.27–0.68 (p<0.0001). Students undertaking their practicum in private hospitals evaluated their clinical placements significantly more negatively on most sub-dimensions than those in government hospitals. Multiple regression analysis revealed a significant positive relationship between satisfaction and pedagogical atmosphere (p<0.0001).
This is the first study to investigate nursing students' perceptions of the CLE in undergraduate nursing programs in Nepal. Students were satisfied with the CLE overall, but satisfaction varied by practicum hospital sector. The most influential factor explaining satisfaction was pedagogical atmosphere.
•Nursing students in Nepal are satisfied with the clinical learning environment.•Satisfaction is higher for students in government than those in private hospitals.•Pedagogical atmosphere is the most influential factor explaining satisfaction.</description><subject>Adult</subject><subject>Atmosphere</subject><subject>Clinical environment</subject><subject>Clinical medicine</subject><subject>Clinical nursing</subject><subject>Clinical placements</subject><subject>Clinical supervision</subject><subject>Clinical training</subject><subject>College students</subject><subject>Cronbach's alpha</subject><subject>Cross-Sectional Studies</subject><subject>Demography</subject><subject>Education, Nursing, Baccalaureate</subject><subject>Educational Environment</subject><subject>Exploratory factor analysis</subject><subject>Factor analysis</subject><subject>Faculty, Nursing</subject><subject>Female</subject><subject>Hospitals</subject><subject>Humans</subject><subject>Learning</subject><subject>Learning environment</subject><subject>Multiple Regression Analysis</subject><subject>Nepal</subject><subject>Nurse tutors</subject><subject>Nursing</subject><subject>Nursing education</subject><subject>Nursing Education Research</subject><subject>Nursing Students</subject><subject>Nursing, Supervisory</subject><subject>Pedagogy</subject><subject>Perceptions</subject><subject>Personal Satisfaction</subject><subject>Practice placements</subject><subject>Preceptorship - methods</subject><subject>Private hospitals</subject><subject>Professional practice</subject><subject>Questionnaire</subject><subject>Regression analysis</subject><subject>Reliability</subject><subject>School environment</subject><subject>Student attitudes</subject><subject>Students, Nursing - psychology</subject><subject>Surveys and Questionnaires</subject><subject>Teachers</subject><subject>Teaching methods</subject><subject>Undergraduate students</subject><subject>Work skills</subject><subject>Young Adult</subject><issn>0260-6917</issn><issn>1532-2793</issn><fulltext>true</fulltext><rsrctype>article</rsrctype><creationdate>2016</creationdate><recordtype>article</recordtype><sourceid>7QJ</sourceid><recordid>eNqFkctu1DAUhi0EotPCC7BAlljQBQm-JLZTsakqblIFG1hbp_ZJ61HGCXYyUh-DN8aZKSxYwOqcxfd_ss9PyAvOas64erutI_q5FmWvGa8ZU4_IhrdSVEJ38jHZMKFYpTquT8hpzlvGmNFCPiUnQheYtc2G_PyCEwyYkS7RY7pN4BeYkcYl5RBvaZ4Xj3HOr-mEyeE0hzFmOvZ0vkPqhhCDg4EOCCmuOMZ9SGPclcgbmpeS2YdcIhSiPziRzgjuDlO-oJf0x4J5NUYICQuf9nj_jDzpYcj4_GGeke8f3n-7-lRdf_34-eryunIN13NltAKjHRoG0kgDXhjViButOtH3HLpW8I45wUEpX6ZwzmAH4JVrJLTeyTNyfvROaTy8w-5CdjgMEHFcsuWm0abcq23-j2rdKik1UwV99Re6HZcUy0dWqpOad0oXShwpl8acE_Z2SmEH6d5yZtdu7dau3dq1W8u4ZQf1ywf1crND_yfyu8wCvDsCWM62D5hsdgGjQ1-u62brx_Av_y-487f9</recordid><startdate>201604</startdate><enddate>201604</enddate><creator>Nepal, Bijeta</creator><creator>Taketomi, Kikuko</creator><creator>Ito, Yoichi M.</creator><creator>Kohanawa, Masashi</creator><creator>Kawabata, Hidenobu</creator><creator>Tanaka, Michiko</creator><creator>Otaki, Junji</creator><general>Elsevier Ltd</general><general>Elsevier Science Ltd</general><scope>CGR</scope><scope>CUY</scope><scope>CVF</scope><scope>ECM</scope><scope>EIF</scope><scope>NPM</scope><scope>AAYXX</scope><scope>CITATION</scope><scope>7QJ</scope><scope>ASE</scope><scope>FPQ</scope><scope>K6X</scope><scope>NAPCQ</scope><scope>7X8</scope></search><sort><creationdate>201604</creationdate><title>Nepalese undergraduate nursing students' perceptions of the clinical learning environment, supervision and nurse teachers: A questionnaire survey</title><author>Nepal, Bijeta ; 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To examine Nepalese nursing students' perceptions regarding the CLE and supervision.
A cross-sectional questionnaire design was used.
Government and private hospitals in Nepal where the undergraduate nursing college students undertook their clinical practice.
Students with clinical practice experience were recruited from years 2–4 of the B.Sc. nursing program in Nepal (n=350). The final sample comprised 263 students.
A self-administered questionnaire including demographic characteristics, latest clinical practice site, and general satisfaction was administered February–March 2014. The previously validated Clinical Learning Environment, Supervision and Nurse Teacher evaluation scale was used in the questionnaire. The analytical approach used exploratory factor analysis, assessments of the scale and sub-dimension reliability, correlations of factors between scale sub-dimensions, and multiple regression analysis.
Students' practicum satisfaction level at government hospitals was significantly higher than those at private hospitals (p<0.0001). Five factors explained 85.7% of the variance, with minor factorial structure differences compared with the original scale. Reliability was confirmed (Cronbach's alpha=0.93 for total scale, 0.76–0.92 for sub-dimensions). Inter-correlations between the five original sub-dimensions were 0.27–0.68 (p<0.0001). Students undertaking their practicum in private hospitals evaluated their clinical placements significantly more negatively on most sub-dimensions than those in government hospitals. Multiple regression analysis revealed a significant positive relationship between satisfaction and pedagogical atmosphere (p<0.0001).
This is the first study to investigate nursing students' perceptions of the CLE in undergraduate nursing programs in Nepal. Students were satisfied with the CLE overall, but satisfaction varied by practicum hospital sector. The most influential factor explaining satisfaction was pedagogical atmosphere.
•Nursing students in Nepal are satisfied with the clinical learning environment.•Satisfaction is higher for students in government than those in private hospitals.•Pedagogical atmosphere is the most influential factor explaining satisfaction.</abstract><cop>Scotland</cop><pub>Elsevier Ltd</pub><pmid>27006054</pmid><doi>10.1016/j.nedt.2016.01.006</doi><tpages>8</tpages></addata></record> |
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| ispartof | Nurse education today, 2016-04, Vol.39, p.181-188 |
| issn | 0260-6917 1532-2793 |
| language | eng |
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| source | Applied Social Sciences Index & Abstracts (ASSIA); ScienceDirect Freedom Collection 2022-2024 |
| subjects | Adult Atmosphere Clinical environment Clinical medicine Clinical nursing Clinical placements Clinical supervision Clinical training College students Cronbach's alpha Cross-Sectional Studies Demography Education, Nursing, Baccalaureate Educational Environment Exploratory factor analysis Factor analysis Faculty, Nursing Female Hospitals Humans Learning Learning environment Multiple Regression Analysis Nepal Nurse tutors Nursing Nursing education Nursing Education Research Nursing Students Nursing, Supervisory Pedagogy Perceptions Personal Satisfaction Practice placements Preceptorship - methods Private hospitals Professional practice Questionnaire Regression analysis Reliability School environment Student attitudes Students, Nursing - psychology Surveys and Questionnaires Teachers Teaching methods Undergraduate students Work skills Young Adult |
| title | Nepalese undergraduate nursing students' perceptions of the clinical learning environment, supervision and nurse teachers: A questionnaire survey |
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