Comparing actual and preferential viewpoints of nursing students about clinical learning environment in Ahvaz University of Medical Sciences, 2015

• Main Authors: Arezu shakarami, shahram Baraz, Bayan Saberipoor
• Format: Article
• Language: fas
• Published: Shahrekord University of Medical Sciences 2018-01-01
• Series: Majallah-i Bālīnī-i Parastārī va Māmāyī
• Subjects: present situation; ideal situation; clinical training; nursing students’ viewpoints
• Online Access: http://jcnm.skums.ac.ir/article-1-644-en.html

Background and aims: Due to the importance of clinical learning environment in nursing education and improving their clinical performance, the study of studentschr('39') attitudes towards clinical learning environment is essential. This study aimed to compare actual and preferential viewpoints of nursing students about clinical learning environment in Ahvaz University of Medical Sciences, 2015. Methods: This research is a descriptive cross-sectional study. 203 nursing students from the School of Nursing and Midwifery in Ahwaz University of Medical Sciences completed the actual and preferential versions of clinical learning environment standard questionnaire after completion of internship. Data were analyzed using SPSS software and descriptive tests (mean and standard deviation) and analytical test (paired t-test). Results: The total score of preferential viewpoint was higher than actual viewpoint, and difference was statistically significant (P<0.001). The highest and the lowest average scores of actual viewpoint for scopes of task orientation and individualization were 25.41 and 21.18, respectively. The highest and the lowest average scores of preferential viewpoint for scopes of task orientation and cooperation were 29 and 24.45, respectively. Conclusion: The results of the current study showed that students chr('39')in preferential viewpoint expect that clinical instructors specify their job description, provide the necessary conditions to engage students with mentors and personnel, design his/ her experiences, teaching methods and learning activities in a new, attractive and productive form, Students take part in activities and clinical decision making and make learning conditions more satisfaction for their participation.