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Nursing Studentsí Satisfaction with Clinical Learning Environment
Saima Shabnum*, Muhammad Hussain1, Iram Majeed1, Muhammad Afzal1, Syed Amir Gillani2
1Lahore School of Nursing, The University of Lahore, Pakistan
2Department of Allied Health Sciences, The University of Lahore, Pakistan

Int. J. Grad. Res. Rev.Vol-4, Issue-2: 58-63
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Background: The quality of clinical learning usually reflects the quality of the curriculum structure. The assessment of the clinical settings as learning environment is a significant concern within the contemporary nursing education. The nursing studentsí satisfaction is considered as an important factor of such assessment, contributing to any potential reforms in order to optimize the learning activities and achievements within clinical settings. Purpose: The purpose of the study was to assess nursing studentsí satisfaction of the clinical settings as learning environments. Method: Cross-sectional Pearson Correlation study design was used. 5 point  Likert scale questionnaire was use as a research tool. Questionnaire consist  of 2 parts, first consists on demographic data of participant and second part is further divided in to five sections focusing on Pedagogical atmosphere, Leadership style of the ward manager, Premises of Results: Pedagogical atmosphere is also strongly correlated with student Satisfaction as sig is .000 and r value is .799. Leadership style is associated with student Satisfaction, as result shown sig is .000 and r value is .799 so these are also strongly correlated with each other. Nursing Care has very strong correlation with student Satisfaction as sig is .000 and r value is 1.000.student satisfaction has strong correlation with Supervisory Relationship as sig is .000 and r value is 1.000.Nursing care on the ward, Premises of learning on the ward and supervisory relationship. Conclusion: The current study illustrated the value of the development of an organized mentorship system. This was viewed by the participant nursing students as one of the most important variables in their clinical learning and their satisfaction with the clinical learning environment.