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  • Nursing students' perceptions of learning in practice environments: A review

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    71270_1.pdf (61.37Kb)
    Author(s)
    Henderson, Amanda
    Cooke, Marie
    Creedy, Debra K
    Walker, Rachel
    Griffith University Author(s)
    Walker, Rachel M.
    Cooke, Marie L.
    Creedy, Debra K.
    Year published
    2012
    Metadata
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    Abstract
    Effective clinical learning requires integration of nursing students into ward activities, staff engagement to address individual student learning needs, and innovative teaching approaches. Assessing characteristics of practice environments can provide useful insights for development. This study identified predominant features of clinical learning environments from nursing students' perspectives across studies using the same measure in different countries over the last decade. Six studies, from three different countries, using the Clinical Leaning Environment Inventory (CLEI) were reviewed. Studies explored consistent trends ...
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    Effective clinical learning requires integration of nursing students into ward activities, staff engagement to address individual student learning needs, and innovative teaching approaches. Assessing characteristics of practice environments can provide useful insights for development. This study identified predominant features of clinical learning environments from nursing students' perspectives across studies using the same measure in different countries over the last decade. Six studies, from three different countries, using the Clinical Leaning Environment Inventory (CLEI) were reviewed. Studies explored consistent trends about learning environment. Students rated sense of task accomplishment high. Affiliation also rated highly though was influenced by models of care. Feedback measuring whether students' individual needs and views were accommodated consistently rated lower. Across different countries students report similar perceptions about learning environments. Clinical learning environments are most effective in promoting safe practice and are inclusive of student learners, but not readily open to innovation and challenges to routine practices.
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    Journal Title
    Nurse Education Today
    Volume
    32
    Issue
    3
    DOI
    https://doi.org/10.1016/j.nedt.2011.03.010
    Copyright Statement
    © 2011 Elsevier. This is the author-manuscript version of this paper. Reproduced in accordance with the copyright policy of the publisher. Please refer to the journal's website for access to the definitive, published version.
    Subject
    Nursing
    Nursing not elsewhere classified
    Curriculum and pedagogy
    Midwifery
    Publication URI
    http://hdl.handle.net/10072/42843
    Collection
    • Journal articles

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