. Mohammadreza Yazdankhahfard; . Maryam Ravanipour; . Kamran Mirzaei
Volume 10, Issue 11 , November 2020, , Pages 1-5
Abstract
INTRODUCTION: The clinical environment is an essential and irreplaceable resource in preparingnursing students for their professional role. Despite many changes that occur in the clinical ...
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INTRODUCTION: The clinical environment is an essential and irreplaceable resource in preparingnursing students for their professional role. Despite many changes that occur in the clinical learningenvironment (CLE), these environments remain important to nurse training. With regard to theimportance of students’ viewpoints in the evaluation of CLE, this study was performed to thedetermination of nursing students’ viewpoint of the actual and preferred CLE at Bushehr Universityof Medical Sciences in Iran 2013.MATERIALS AND METHODS: In this cross‑sectional analytic study, due to the small size of theresearch population, all nursing students (86 students) of Bushehr University of Medical Sciencesin Iran who had passed at least one clinical course were selected through the census. Participantswere invited to complete anonymously the actual and preferred Farsi versions of the CLE Inventoryconsisting of 42 items originally developed by Professor Chan (2001). Data were analyzed usingfrequency distribution, mean, standard deviation, and paired t‑test.RESULTS: The results indicated that there were significant differences between students’ perceptionsof the actual and the preferred CLE (P < 0.001). The highest and lowest mean scores of actual CLEbelonged to student involvement and individualization, respectively, and the highest and lowest meanscores of preferred CLE belonged to task orientation and individualization, respectively.CONCLUSION: In general, students prefer a more positive CLE than what they actually haveexperience and would prefer an environment with higher levels of clarification of personalization,student Involvement, satisfaction, task orientation, innovation, and individualization.
