PERCEPTION OF THE CLINICAL LEARNING ENVIRONMENT AND SUPERVISION AMONG NURSING STUDENTS IN ADELEKE UNIVERSITY, EDE OSUN STATE

PERCEPTION OF THE CLINICAL LEARNING ENVIRONMENT AND SUPERVISION AMONG NURSING STUDENTS IN ADELEKE UNIVERSITY, EDE OSUN STATE

Background Of The Study

The clinical learning environment is crucial in assisting students in achieving their learning objectives. Students' professional identity and competency1 and clinical skills2 are significantly impacted by the quality of their clinical learning environment and supervision, according to studies. Educational institutions2 are concerned with fostering the quality of a helpful and pedagogically-adjusted clinical learning environment. Relevant research shown that the quality of the clinical learning environment is typically determined by the quality of the curriculum3, the supportive connection between student and mentor, peer support, and a feeling of belonging among students. When students are welcomed, included, and valued in the clinical setting, the clinical learning environment and supervision are deemed favorable. 5

The clinical learning environment and supervision are a network of factors influencing learning outcomes within the clinical context. It encompasses everything that impacts students' professional growth in the clinical setting4. When students encounter the unfamiliar environment of the clinical setting, the ambiance of this specific location may have long-lasting effects on their learning2. The clinical learning environment may have a significant impact on the attitude, knowledge, abilities, and problem-solving capacity of students who participate in this situation3. Additionally, one-on-one supervision in clinical students has substantially boosted student satisfaction. Despite the fact that implementation is one of the primary premises for supervision, the pedagogical premises of the work unit determine the supervision's appropriateness, effectiveness, and adequate resources. The supervision must be of sufficient quality to ensure that the student's unique learning requirements and objectives are met6.

In this perspective, the formation of a suitable learning environment is contingent on five key factors: The ward's educational environment is characterized by cooperation and staff engagement in students' learning requirements; supervisory relationship constructions reflect a feeling of trust, student/mentor equality, and ongoing feedback. Style of leadership describes the connection between ward managers, staff, and students. The principles of nursing on the ward relate to the structure of nursing care, but the function of teacher in clinical practice shows the teacher's capacity to reduce the theory-practice gap. 7

Most research exploring the attitude, satisfaction, and perspective of health care students about the clinical learning environment8 have been conducted in hospitals. The acceptance of male nurses in medical settings has improved over the years, as the nursing profession has become more prestigious. A research revealed that male nursing students initially experienced discomfort, poor acceptability, and more role strain than their female counterparts, particularly while caring for mothers in the obstetrics and gynecology ward9. To deliver a good CLE and effective supervision6, it is important to understand the students' expectations for their clinical experience. Consequently, the researchers were compelled to evaluate nursing students' perspectives of their clinical learning environment and supervision at a selected college of nursing at Adeleke University in Ede Osun State.

1.2 Statement Of The Problem

Numerous studies have shown that determining how nursing students perceive their clinical learning environments (CLEs) [10-13] is dependent on the quality of nursing learning environments. It was discovered that nursing students with a passion for the profession engaged with the practical experience with ease [14,15]. The favorable ward environment and the supervisory connection affected the students' impressions of CLEs [12]. In contrast, difficult CLEs were characterized by unwelcoming nursing personnel, clinical faculty's lack of experience in the clinical field, or a mismatch between students' skills and patient severity [16]. Significant improvements in undergraduate nursing education during the last decade have focused students' clinical experiences and learning [17,18].

Certainly, classroom learning alone is inadequate for students to become competent nurses who can satisfy the requirements of the healthcare sector [19,20]. Rather, practice in CLEs provides nursing students with the chance to connect their theoretical classroom knowledge with the practical abilities necessary to make clinical judgments and deliver care in the clinical ward [21]. Therefore, clinical practicum is a significant learning tool for enhancing the academic knowledge and conceptual understanding of nursing students via practical application [22]. In reality, the clinical practicum is required to bridge the gap between abstract, theoretical knowledge and the development of practical skills and competency [23]. Because the CLE offers a real-education setting for nursing practice and facilitates meaningful learning, socializing, and professional development opportunities for nursing students, its relevance in nursing curriculum is well acknowledged [24]. In view of the above, this study seek to ascertain the perception of nursing students towards the clinical learning environment and supervision in Adeleke University, Ede Osun State.

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