Experiences of Ghanaian Student Nurses in the Clinical Learning Environment: Implications for Nursing Education and Practice
Loading...
Date
2019-07
Authors
Journal Title
Journal ISSN
Volume Title
Publisher
University of Ghana
Abstract
Learning environments are relevant in adult education as they serve to facilitate acquisition of
relevant knowledge, skills and attitudes for one to be well educated. The Clinical Learning
Environment (CLE) has been identified as a complex network of forces that work together in
the learning of clinical skills for student nurses in addition to classroom learning (Flott &
Linden, 2016). Student nurses are placed in the Clinical Learning Environment to acquire the
requisite skills needed for future professional practice on graduation. The experiences of
student nurses during this placement are varied and have implications for nursing education
and practice.
This study aimed at exploring the experiences of student nurses in their Clinical Learning
Environments and described how these influence and impact on their acquisition of the
requisite skills for professional practice which is foundational to nursing science.
Using Heideggerian phenomenology qualitative approach, the study explored the lived
experiences of student nurses in the Clinical Learning Environment guided by the Learning
Environment and Learning Processes and Learning Outcomes Framework (LEPO
Framework) (Phillips, McNaught & Kennedy, 2010) and Quality of the Clinical Learning
Environment Conceptual Framework (D’Souza, Karkada, Parahoo & Venkatesaperumal,
2015). A total of six (6) focus group interviews were conducted with seventy-five (75)
student nurses from the School of Nursing and Midwifery, University of Ghana. Only student
nurses from Levels 200 to 400 were recruited for the study. Data was analysed using
Colaizzi’s 7-Step strategy of descriptive phenomenological data analysis method to elicit an
exhaustive description and interpretation of the phenomenon of experiences in the Clinical
Learning Environment. Seven themes and sixteen sub-themes emerged from the data. The
themes were description of the Clinical Learning Environment, nature of the ward
atmosphere, supervisory relationships on the ward, leadership style of the ward manager, pedagogical atmosphere on the ward, supervision by clinical teachers, and challenges with
clinical learning. Explanations were provided for each theme and sub-theme with relevant
supporting quotes presented to offer an in-depth understanding of the phenomenon under
study.
The findings showed that the Clinical Learning Environment is a complex one in which
stakeholders interact as community of practice. The student nurses indicated that the
leadership style of the ward mangers impacts on their learning outcomes either positively or
negatively. They indicated that the pedagogical atmosphere on the ward contributes to their
acquisition of the requisite nursing skills for practice as professional nurses. Clinical
supervisors need to be present on the wards engaging the student nurses in nursing
procedures to translate theory into practice. Student nurses experiences in the Clinical
Learning Environment showed that the efforts of all stakeholders are necessary to ensure
that effective teaching and learning takes place for student nurses. It was recommended that
there must be collaboration among student nurses, ward managers and staff nurses, and
clinical instructors to assist with acquisition of requisite clinical skills in nursing.
Description
PhD. Adult Education and Human Resource Studies
Keywords
Student Nurse, Clinical Learning Environment (CLE), Nursing Education