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Clinical learning environment and supervision: experiences of Norwegian nursing students – a questionnaire survey

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  • Mari Wolff Skaalvik
  • Hans Ketil Normann
  • Nils Henriksen

Abstract

Aim and objective. To measure nursing students’ experiences and satisfaction with their clinical learning environments. The primary interest was to compare the results between students with respect to clinical practice in nursing homes and hospital wards. Background. Clinical learning environments are important for the learning processes of nursing students and for preferences for future workplaces. Working with older people is the least preferred area of practice among nursing students in Norway. Design. A cross‐sectional design. Methods. A validated questionnaire was distributed to all nursing students from five non‐randomly selected university colleges in Norway. A total of 511 nursing students completed a Norwegian version of the questionnaire, Clinical Learning Environment, Supervision and Nurse Teacher (CLES+T) evaluation scale in 2009. Data including descriptive statistics were analysed using the Statistical Program for the Social Sciences. Factor structure was analysed by principal component analysis. Differences across sub‐groups were tested with chi‐square tests and Mann–Whitney U test for categorical variables and t‐tests for continuous variables. Ordinal logistic regression analysis of perceptions of the ward as a good learning environment was performed with supervisory relationships and institutional contexts as independent variables, controlling for age, sex and study year. Results. The participating nursing students with clinical placements in nursing homes assessed their clinical learning environment significantly more negatively than those with hospital placements on nearby all sub‐dimensions. Conclusions. The evidence found in this study indicates that measures should be taken to strengthen nursing homes as learning environments for nursing students. Relevance to clinical practice. To recruit more graduated nurses to work in nursing homes, actions to improve the learning environment are needed.

Suggested Citation

  • Mari Wolff Skaalvik & Hans Ketil Normann & Nils Henriksen, 2011. "Clinical learning environment and supervision: experiences of Norwegian nursing students – a questionnaire survey," Journal of Clinical Nursing, John Wiley & Sons, vol. 20(15‐16), pages 2294-2304, August.
    • Handle: RePEc:wly:jocnur:v:20:y:2011:i:15-16:p:2294-2304
    DOI: 10.1111/j.1365-2702.2011.03727.x
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    Cited by:

    1. Safary Wa-Mbaleka, 2015. "Preparedness of Nursing International Students for their Clinical Learning in the Philippines," International Journal of Academic Research in Business and Social Sciences, Human Resource Management Academic Research Society, International Journal of Academic Research in Business and Social Sciences, vol. 5(3), pages 101-118, March.
    2. Ida T Bjørk & Karin Berntsen & Grethe Brynildsen & Margrete Hestetun, 2014. "Nursing students' perceptions of their clinical learning environment in placements outside traditional hospital settings," Journal of Clinical Nursing, John Wiley & Sons, vol. 23(19-20), pages 2958-2967, October.
    3. Anne Marie Lunde Husebø & Marianne Storm & Bodil Bø Våga & Adriana Rosenberg & Kristin Akerjordet, 2018. "Status of knowledge on student‐learning environments in nursing homes: A mixed‐method systematic review," Journal of Clinical Nursing, John Wiley & Sons, vol. 27(7-8), pages 1344-1359, April.

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