An exploration of the clinical learning experience of nursing students in nine European countries

Warne, T; Johansson, U-B; Papastavrou, E; Tichelaar, E; Tomietto, M; Van den Bossche, K; Vizcaya Moreno, MF; Saarikoski, M

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.

• Journal Article Type: Article
• Acceptance Date: Mar 4, 2010
• Online Publication Date: Apr 20, 2010
• Publication Date: Nov 1, 2010
• Deposit Date: May 9, 2011
• Journal: Nurse Education Today
• Print ISSN: 0260-6917
• Publisher: Elsevier
• Peer Reviewed: Peer Reviewed
• Volume: 30
• Issue: 8
• Pages: 809-815
• DOI: https://doi.org/10.1016/j.nedt.2010.03.003
• Publisher URL: http://dx.doi.org/10.1016/j.nedt.2010.03.003