Nursing students satisfaction with clinical learning environment

Abstract

Cilj: Ispitati zadovoljstvo studenata Sveučilišnog preddiplomskog studija Sestrinstvo kliničkim okruženjem za učenje. Ispitanici i metode: U istraživanju je sudjelovalo 212 studenata. Ispitanici su bili studenti studija Sestrinstvo na Medicinskome fakultetu u Osijeku. Kao instrument istraživanja korištena je standardizirana “Clinical learning environment, supervision and nurse teacher evaluation scale” (CLES+t) skala. Primjenjena je deskriptivna i neparametrijska statistička obrada podataka. Rezultati: Postoji razlika u zadovoljstvu kliničkim okruženjem za učenje s obzirom na spol (p = 0,03). Dobivena je značajna razlika u zadovoljstvu kliničkim okruženjem za učenje s obzirom na dob (p = 0,04). Ispitanici stariji od 25 godina su iskazali veće zadovoljstvo (Me= 4) nego mlađi (Me = 4). Studenti koji su završili drugu strukovnu školu su iskazali veće zadovoljstvo (Me = 4) u odnosu na studente koji su završili zdravstvenu školu (Me= 4) ili gimnaziju (Me = 4). Značajna je razlika u zadovoljstvu kliničkim okruženjem za učenje s obzirom na godinu studija (p < 0,001). Ispitanici prve godine su iskazali veće zadovoljstvo (Me = 4) u odnosu na ispitanike druge (Me = 3) i treće godine (Me = 4). Postoji značajna razlika u zadovoljstvu kliničkim okruženjem za učenje s obzirom na radno iskustvo (p = 0,03). Ispitanici koji imaju više radnoga iskustva su iskazali veće zadovoljstvo (Me = 5). Značajna je razlika s obzirom na vrstu kliničkoga okruženja u podskali pedagoško ozračje u nastavnoj bazi (p = 0,008). Zaključak: Studenti su zadovoljni kliničkim okruženjem za učenje. Postoje razlike s obzirom na: spol, dob, radno iskustvo, godinu studija, završenu srednju školu te vrstu kliničkoga okruženja za učenje.Aim: To examine student satisfaction with clinical learning environment of students of The Undergraduate Study of Nursing. Subjects and methods: 212 students have participated in the research. The sample included students of Nursing Study at the Osijek Faculty of Medicine. Research instrument used in the study was the standardized “Clinical learning environment, supervision and nurse teacher evaluation scale” (CLES+t) scale. Descriptive and non-parametrical statistical data processing was used. Results: There is a difference in satisfaction with the clinical learning environment based on the gender (p = 0.03). Significant difference is given based on the age (p = 0.04). Participants older than 25 have shown greater satisfaction (Me = 4) than younger ones (Me = 4). Students who have finished a different vocational high school have expressed greater satisfaction (M e= 4) as opposed to the students who have finished Nursing high school (Me = 4) or Grammar high school (Me = 4). Significant difference seen is when considering the year of the study (p < 0.001). Examinees from the freshman year have shown greater satisfaction (Me = 4) as opposed to the examinees from sophomore year (Me = 3) and junior year (Me = 4). There is a significant difference based on the work experience (p = 0.03). Participants who have more work experience have shown greater satisfaction (Me = 5). There is also a significant difference based on the type of clinical surroundings in the “pedagogical atmosphere’’ sub-scale (p = 0.008). Conclusion: Students are satisfied with the clinical learning environment. There are differences regarding: gender, age, work experience, year of study, finished high school and type of clinical learning environment