Perception of Nursing Students Regarding Clinical Learning Environment, Supervision (CLES)

Abstract

Background: In nursing education, clinical placement is a vital part of nursing students’ education. The
clinical learning environment is considered as first place of professional practice for nurses and student’s
opinion contributes to its improvement. Theaim of the current study was to assess the perception of nursing
students regarding clinical learning environment supervision in obstetric and gynecological department.
Method: A quantitative research approach with descriptive survey research design was used to collect data
from 222 nursing students using total enumerative sampling technique from September 2017 to April 2018.
Clinical Learning Environment and supervision scale (CLES) was used to assess the perception of nursing
students with their clinical learning environments. Results: The study results showed that the sub domain
of supervisory relationship (90.62%) was having highest mean percentage and relationship between student,
staff and teacher sub domain has lowest mean percentage (84.38%). The nursing students evaluated the sub
domain of relationship between student, staff and teacher (22.07%) as ‘need to improve’ andintegration
of theory and practice (67.57%) as ‘good.’There is significant positive co-relation between all domains of
clinical learning and supervision.
Conclusion: It was found that the student valued supervision, pedagogical and learning environment.
Majority of nursing students experienced the content of supervisory relationship was the most important
dimension in CLES. This means that nursing students were oriented tounit settings/ wards by clinical
instructor/teacher, they felt that they receive individualized supervision and continuous feedback and
suggestions of improvement from clinical instructors/teacher and there were frequent bed side rounds.