Abstract:
Background: Nursing education is a combination of theoretical learning and clinical experience.
Since nursing is a performance-based profession, Clinical Learning Environment (CLE) and
clinical supervision play a significant role in developing the clinical competence of student nurses.
Objective: To identify the factors influencing CLE and clinical supervision as perceived by
third-year nursing students in selected nursing training schools in Southern Province, Sri Lanka
Methods: A descriptive cross-sectional study was conducted among purposively selected 369
third-year n ursing students from nursing schools of Galle, Matara & Hambantota. Data were
collected using a pre-tested self-administered questionnaire including Clinical Learning
Environment and Clinical Supervision + Nurse Teacher (CLES+T) evaluation scale that included
five dimensions. Data were analysed using descriptive statistics with the use of SPSS version
25.0.
Results: Most of the participants were females (87.8%), aged between 23-25 years (81%). The
overall mean of the student’s perception was 4.04. The mean of the five dimensions of perception
were pedagogical atmosphere 4.19, leadership styles of the ward manager 4.09, Nursing care on
the ward-4.17, role of the nurse teacher 4.03 and supervisory relationship 4.02. Among eight sub
dimensions of the supervisory relationship, supervisors’ positive attitudes towards supervision
had received the lowest mean(±SD) score (3.36±0.976). Pearson correlation indicated that there
is a statistically significant positive relationship between pedagogical atmosphere and student’s
perception, (r=0.914, p<0.01), leadership style of the ward manager and students' perception
(r=0.882, p<0.01), role of the Nurse teacher and students’ perception (r=0.806, p<0.01), nursing
care on the ward and student’s perception (r=0.839, p<0.01), supervisory relationship and
student’s perception (r=0.857, p<0.01).
Conclusions: Supervisory relationship was identified as a key factor influencing CLE as it has
given lowest mean score. Supervisors’ positive attitudes were affected by the supervisory
relationship. An awareness program on student supervision for nursing staff is recommended.
Keywords: CLES+T scale, Clinical Learning Environment, Clinical supervision, Nursing students,
Sri Lanka
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