Volume 2, Issue 2 (Autumn 2016)                   sjnmp 2016, 2(2): 33-44 | Back to browse issues page

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Sayyadi M, Vahabi A, Roshani D, Vahabi B. Nursing students perspective regarding the clinical learning environment and the factors affecting it in 2015. sjnmp. 2016; 2 (2) :33-44
URL: http://sjnmp.muk.ac.ir/article-1-83-en.html
Abstract:   (407 Views)

Introductios and Aims: Clinical learning environment has a very profound role in the education of health care students and specifically nursing students. Since students’ opinions and attitudes is of paramount importance in the evaluation of clinical learning environment, this study aimed to investigate the Kurdistan University of Medical Sciences nursing students' viewpoints regarding clinical learning environment and factors affecting it.

Materials and Methods: In this cross-sectional study 165 nursing students of Kurdistan University of medical Sciences were selected using census sampling method and their ideas regarding clinical learning environment were studied using a questionnaire with 42 questions. Mean, standard deviation, Kolmogorov-Smirnov test, Mann-Whitney test, Kruskal-Wallis test and Spearman correlation coefficient were used for data analysis. The significance level at 05. 0≥p was approved.

Results: 159 patients (96.36%) of the surveyed students completed and returned the questionnaires completely. The mean and standard deviation of total score was 130.01± 13.25, which is above average. The highest mean score obtained was related to satisfaction (3.15 ± 0.48) and interpersonal relationship (3.19± 0.56) and the lowest was related to participation (3.03 ± 0.33) and individualization (3.02 ± 0.49). There was a significant relationship between the semester and the area of interpersonal relations, (0.001> p, r = -0.28).

Conclusion: The results of this study suggest that participation and individualization of clinical learning environment were weak and in order to compensate for this shortcoming, engaging students in education seems necessary

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Type of Study: Research | Subject: Special
Received: 2016/06/10 | Revised: 2018/01/2 | Accepted: 2017/02/4 | Published: 2017/05/17 | ePublished: 2017/05/17

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