Please use this identifier to cite or link to this item:
Title: An exploration of the clinical learning experience of nursing students in nine European countries
Authors: Warne, Tony
Johansson, Unn-Britt
Tichelaar, Erna
Tomietto, Marco
Bossche, Koen Van den
Morenog, Maria Flores Vizcaya
Saarikoski, Mikko
Papastavrou, Evridiki
Scientific Field: Medical and Health Sciences
Scientific Field: Health Sciences
Subjects: Clinical placements
Nurse education
Professional development
Issue Date: 2010
Publisher: Elsevier Science
Citation: Nurse Education Today, 2010, Volume 30, Issue 8, Pages 809-815.
Abstract: The overall aim of the study was to develop a composite and comparative view of what factors enhance the learning experiences of student nurses whilst they are in clinical practice. The study involved students undertaking general nurse training programmes in nine Western European countries. The study focused on: (1) student nurse experiences of clinical learning environments, (2) the supervision provided by qualified nurses in clinical placements, and (3) the level of interaction between student and nurse teachers. The study utilised a validated theoretical model: the Clinical Learning Environment, Supervision and Nurse Teacher (CLES. +. T) evaluation scale. The evaluation scale has a number of sub-dimensions: Pedagogical atmosphere on the ward; Supervisory Relationships; the Leadership Style of Ward Managers; Premises of Nursing; and the Role of the Nurse Teacher. Data (N= 1903) was collected from Cyprus, Belgium, England, Finland, Ireland, Italy, Netherlands, Spain and Sweden using web-based questionnaire 2007-2008. The findings revealed that respondents were generally satisfied with their clinical placements. There was clear support for the mentorship approach; 57% of respondents had a successful mentorship experience although some 18% of respondents experienced unsuccessful supervision. The most satisfied students studied at a university college, and had at least a seven week clinical placement supported by individualised mentorship relationships. Learning to become a nurse is a multidimensional process that requires both significant time being spent working with patients and a supportive supervisory relationship.
Type: Article
ISSN: 02606917
Rights: © 2010 Elsevier Ltd. All rights reserved.
Affiliation: University of Salford
Sophia Hemmet University College
Cyprus University of Technology
Windesheim University of Professional Education
University of Udine
Catholic University of Applied Sciences of Kempen
University of Alicante
University of Turku
Journal type: peer reviewed
Country: United Kingdom
Journal Type: Subscription Journal
Appears in Collections:Άρθρα/Articles

Files in This Item:
There are no files associated with this item.

This item is licensed under a Creative Commons License Creative Commons