Concept of clinical learning environment
6508396
The clinical learning environment in nursing education: a concept analysis.
AIM The aim of this study was to report an analysis of the clinical learning environment concept. BACKGROUND Nursing students are evaluated in clinical learning environments where skills and knowledge are applied to patient care. These environments affect achievement of learning outcomes, and have an impact on preparation for practice and student satisfaction with the nursing profession. Providing clarity of this concept for nursing education will assist in identifying antecedents, attributes and consequences affecting student transition to practice. DESIGN The clinical learning environment was investigated using Walker and Avant's concept analysis method. DATA SOURCES A literature search was conducted using WorldCat, MEDLINE and CINAHL databases using the keywords clinical learning environment, clinical environment and clinical education. Articles reviewed were written in English and published in peer reviewed journals between 1995 2014. METHODS All data were analysed for recurring themes and terms to determine possible antecedents, attributes and consequences of this concept. RESULTS The clinical learning environment contains four attribute characteristics affecting student learning experiences. These include: (1) the physical space; (2) psychosocial and interaction factors; (3) the organizational culture and (4) teaching and learning components. These attributes often determine achievement of learning outcomes and student self confidence. CONCLUSION With better understanding of attributes comprising the clinical learning environment, nursing education programmes and healthcare agencies can collaborate to create meaningful clinical experiences and enhance student preparation for the professional nurse role.
Journal of advanced nursing
Elizabeth A Flott Lois Linden
191769156
The Effect of Nursing Students' Incivility perceived, Clinical Learning Environment on Professional Self Concept
Korean Association For Learner Centered Curriculum And Instruction
Jung Ah Hong
73435773
Context and complexity in the clinical learning environment
The learning environment is an inherently complex concept. It is situated at the intersection of learning and context and is fluid and multifaceted. Some of the complexity stems from the relativist.
Medical teacher
Larry D Gruppen
222629576
Correlative study on the evaluation of clinical learning environment, professional self concept, and professional competence of baccalaureate nursing students
Objective To investigate the correlation of the evaluation of clinical learning environment (CLE),professional self concept (PSC),and professional competence (PC) of baccalaureate nursing students when they were in clinical practice.Methods Totals of 194 subjects were recruited by convenient sampling method,data were collected through questionnaire survey.And the questionnaires were included population sociology and general information,evaluation of CLE,PSC,and PC.Results The average scores of CLE evaluation scale,PSC of nurses instrument,and PC scale of baccalaureate nursing students respectively were (3.41 0.60)(2.83 0.34),and (2.90 0.44).Pearson bivariate correlative analysis showed that there were positive correlations between any two of the three scores,the coefficients of correlation r were 0.48 (CLE vs PC,P<0.01),0.62(CLE vs PSC,P<0.01),and 0.64 (PC vs PSC,P<0.01).Conclusions The improvement of CLE is helpful to the development of professional self concept and professional competence of baccalaureate nursing students. Key words: Education, nursing, baccalaureate; Students, nursing; Professional competence; Self concept; Clinical learning environment
Guo-yong Yang
151839974
Clinical case studies versus concept mapping in a team based learning environment
Deborah U Eti
36132692
A Collaborative Learning Environment of the Medical Diagnosis on the Basis of the Clinical Reasoning Theory
In collaborative clinical learning field, several recent pertinent studies showed that gathering learners with their tutor still insufficient to improve students' learning quality and knowledge acquisition. Consequently, focusing attention on professional skills within a collaboration environment seems to be the most appropriate way to reach the wished learning objectives, particularly in a complex specialty such as medical diagnosis learning. In this paper, we firstly introduce the concept of medical diagnosis from cognitive studies view that have been performed in the field of medical education. Then, we will discuss our shared web environment designed to support distance diagnosis learning, which aims to promote knowledge coconstruction and collaboration between learners.
ICT4AgeingWell
Mohamed Abderraouf Ferradji Abdelmadjid Zidani
81871819
Many questions remain to be answered about understanding self regulated learning in the clinical environment
Essential to developing a full understanding of SRL is a clear conceptual model. To that end, we recommend greater critical exploration of the concept, including its defining key characteristics and the dimensions of the SRLprocess. Self regulated learning is a complex process that is influenced by several interacting dimensions: phase, time and context.
Roghayeh Gandomkar John Sandars Azim Mirzazadeh
11188373
A multicenter study: how do medical students perceive clinical learning climate?
Background The relationship between students and instructors is of crucial importance for the development of a positive learning climate. Learning climate is a multifaceted concept, and its measurement is a complicated process. The aim of this cross sectional study was to determine medical students' perceptions about the clinical learning climate and to investigate differences in their perceptions in terms of various variables. Methods Medical students studying at six medical schools in Turkey were recruited for the study. All students who completed clinical rotations, which lasted for 3 or more weeks, were included in the study (n=3,097) Data were collected using the Clinical Learning Climate Scale (CLCS) The CLCS (36 items) includes three subscales: clinical environment, emotion, and motivation. Each item is scored using a 5 point Likert scale (1: strongly disagree to 5: strongly agree) Results The response rate for the trainees was 69.67% (n=1,519) and for the interns it was 51.47% (n=917) The mean total CLCS score was 117.20+ 17.19. The rotation during which the clinical learning climate was perceived most favorably was the Physical Therapy and Rehabilitation rotation (mean score: 137.77) The most negatively perceived rotation was the General Internal Medicine rotation (mean score: 104.31) There were significant differences between mean total scores in terms of trainee/intern characteristics, internal medicine/surgical medicine rotations, and perception of success. Conclusion The results of this study drew attention to certain aspects of the clinical learning climate in medical schools. Clinical teacher/instructor/supervisor, clinical training programs, students' interactions in clinical settings, self realization, mood, students' intrinsic motivation, and institutional commitment are important components of the clinical learning climate. For this reason, the aforementioned components should be taken into consideration in studies aiming to improve clinical learning climate.
Medical education online
Nilufer Demiral Yilmaz Serpil Velipasaoglu Sema Ozan Bilge Uzun Basusta Ozlem Midik Sumer Mamakli Nazan Karaoglu Funda Ifakat Tengiz Halil Ibrahim Durak Hatice Sahin
5445099
Simulation Based Clinical Skill Training to Promote Effective Clinical Learning with Simulation Evaluation Rubrics in Nursing Education
Clinical simulation based education can create a specific learning environment to ensure healthcare or nursing students to manage experiential learning by reinforcing their clinical skills through different levels of competency. This educational technology offers new avenues for supporting nursing students to experience high fidelity simulation with lived experience on scenario based clinical skill training that provides the better ways to support the nursing education. The use of simulation based training needs to strengthen up students' clinical skills and practices in a more meaningful learning experience by using my newly inventive Simulation Evaluation Rubrics (SER) This paper illustrates this newly formed inventive SER by adopting Tanner's Clinical Judgment Model, combined with the constructed concept of 'Knowledge About knowledge' as a basis to specifically designed for the proposed conceptual model of inventive SER, which is used for capturing the effectiveness of clinical learning by monitoring the progress and benchmarking of performance outcomes, as well as providing invaluable informative feedback for further improvements on the students' competencies of nursing practice from the simulation based clinical skill training.
Alice M Li Hong Kong Hku Space
24128084
Concept based learning activities using the clinical judgment model as a foundation for clinical learning.
Several forces are influencing clinical education in the early 21st century. The clinical environment is changing as both patient acuity and patient to nurse staffing ratios increase. In many communities, the number of nursing students exceeds the number of clinical placements available. As nursing education moves forward, it is worthwhile to look more closely at how education occurs in the clinical environment regarding student progression from novice to more advanced levels of practice and how best to support development of student clinical judgment. Concept based learning activities, first described by Heims and Boyd, are used to assist students in examining and addressing fundamental aspects (i.e. concepts) of pediatric patient and family care. The Clinical Judgment Model has been incorporated into concept based learning activities as a framework to guide student thinking about the concepts.
The Journal of nursing education
Ann E Nielsen