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Abstract

Abstract

Background: Nursing students have to deal with many different clinical and practical aspects of knowledge to become skilled professionals. Student perception may be considered an indicator of teaching quality, since positive perception of students is strictly related to their effective professional learning. The Clinical Learning Environment and Supervision plus Nurse Teacher (CLES+T) scale is considered the gold standard psychometric instrument to evaluate both the quality and the climate of clinical learning environment. Aims: To evaluate the quality of nurse teaching by means of CLES+T scale and to highlight significant correlations between CLES+T scale and selected characteristics of both students and clinical environments. Methods: On 4 March 2013, a cross-sectional survey was conducted at University of Modena: CLES+T scale was administered during a plenary convocation to 242 nursing students who attended the second and third years of Nursing Degree. All 34 items of the scale were statistically analysed using the median test. Results: The median values were uniformly represented by "4" level (on the Likert scale). The final marks of clinical learning experience were the only variable statistically significantly related to the scale scores (p<0.01). The paediatrics and emergency areas obtained the highest scale scores. Conclusions: The nursing student evaluations were uniformly positive and related to their positive final marks. A positive ward atmosphere was identified as especially important in this study. These data indicate that a non-hostile and hospitable environment can favour the best clinical learning. We conclude that CLES+T scale can be a useful instrument to explore the clinical climate in all hospital areas and to highlight critical clinical situations.

Key-words: clinical learning environment, nursing student, CLES+T scale

Riassunto

Introduzione: Per divenire dei professionisti qualificati, gli studenti infermieri sperimentano diverse esperienze di tirocinio clinico. L'opinione dello studente può essere considerata un indicatore della qualití  dell'insegnamento e una percezione positiva dell'esperienza di tirocinio si correla strettamente ad un apprendimento efficace. La scala CLES+T (Clinical Learning Environment and Supervision plus Nurse Teacher) è lo strumento psicometrico "gold standard" per valutare la qualití  dell'ambiente di apprendimento clinico. Scopo: Valutare la qualití  dell'ambiente di apprendimento clinico mediante la scala (CLES+T) ed evidenziare significative correlazioni inerenti le caratteristiche degli studenti, del modello tutoriale e dell'ambiente clinico. Metodo: Il 4 marzo 2013, durante una convocazione plenaria, è stata somministrata la scala CLES+T ai 242 studenti del 2° e 3° anno del Corso di Laurea in Infermieristica di Modena (Universití  di Modena e Reggio Emilia). Tutti i risultati sono stati statisticamente analizzati (Test della mediana). Risultati: Tutti i valori mediani si sono attestati ad un livello "4" (scala di Likert). La valutazione ottenuta dallo studente al termine del tirocinio clinico è l'unica variabile statisticamente correlata ai punteggi della scala (p<0.01), più il voto è basso peggiore risulta la valutazione dell'esperienza di tirocinio. In base all'opinione degli studenti le aree cliniche pediatriche e critiche hanno valutazioni più elevate. Conclusioni: Le valutazioni degli studenti erano uniformemente positive ed erano correlate al voto finale di tirocinio. Un clima di apprendimento positivo è stato considerato molto importante in questo studio. Questi risultati suggeriscono che un ambiente di apprendimento clinico favorevole e non ostile può influenzare gli esiti dell'apprendimento degli studenti. Concludiamo affermando che la scala CLES+T può essere uno strumento utile per esplorare il clima in tutte le aree ospedaliere e consentire di mettere in evidenza situazioni critiche.

Parole Chiave: ambiente di apprendimento clinico, studente infermiere, scala CLES+T

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Magnani, D., Di Lorenzo, R., Bari, A., Pozzi, S., Del Giovane, C., & Ferri, P. (2014). The undergraduate nursing student evaluation of clinical learning environment: an Italian survey. PROFESSIONI INFERMIERISTICHE, 67(1). Recuperato da https://www.profinf.net/pro3/index.php/IN/article/view/72
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