Journal of Education and Health Promotion

Abstract INTRODUCTION: The clinical environment is an essential and irreplaceable resource in preparing
nursing students for their professional role. Despite many changes that occur in the clinical learning
environment (CLE), these environments remain important to nurse training. With regard to the
importance of students’ viewpoints in the evaluation of CLE, this study was performed to the
determination of nursing students’ viewpoint of the actual and preferred CLE at Bushehr University
of Medical Sciences in Iran 2013.
MATERIALS AND METHODS: In this cross‑sectional analytic study, due to the small size of the
research population, all nursing students (86 students) of Bushehr University of Medical Sciences
in Iran who had passed at least one clinical course were selected through the census. Participants
were invited to complete anonymously the actual and preferred Farsi versions of the CLE Inventory
consisting of 42 items originally developed by Professor Chan (2001). Data were analyzed using
frequency distribution, mean, standard deviation, and paired t‑test.
RESULTS: The results indicated that there were significant differences between students’ perceptions
of the actual and the preferred CLE (P < 0.001). The highest and lowest mean scores of actual CLE
belonged to student involvement and individualization, respectively, and the highest and lowest mean
scores of preferred CLE belonged to task orientation and individualization, respectively.
CONCLUSION: In general, students prefer a more positive CLE than what they actually have
experience and would prefer an environment with higher levels of clarification of personalization,
student Involvement, satisfaction, task orientation, innovation, and individualization.

Abstract Background: Clinical learning environment is a complex social entity. This environment is
effective on the learning process of nursing students in the clinical area. However, learning
in clinical environment has several benefits, but it can be challenging, unpredictable,
stressful, and constantly changing. In attention to clinical experiences and factors
contributing to the learning of these experiences can waste a great deal of time and
energy, impose heavy financial burden on educational systems, cause mental, familial and
educational problems for students, and compromise the quality of patient care. Therefore,
this study was carried out with the goal of determining the learning challenges of nursing
students in clinical environments in Iran. Materials and Methods: In this qualitative study
carried out in 2012–2013, 18 undergraduate nursing students were selected by using
purposive sampling method from the Faculty of Nursing and Midwifery of Tehran and
Shahid Beheshti Universities. Semi‑structured interviews were used to collect data. The
content analysis method was used to determine relevant themes. Results: Two themes
were derived from the data analysis, which represented the students’ clinical learning
challenges. These two themes included insufficient qualification of nursing instructors
and unsupportive learning environment. Conclusions: Identification of the students’
clinical learning challenges and actions to remove or modify them will create more
learning opportunities for the students, improve the achievement of educational goals,
provide training to nursing students with the needed competencies to meet the complex
demands of caring and for application of theories in practice, and improve the quality
of healthcare services.