Abstract:
The clinical learning experience (CLE) is a vital part of healthcare education, allowing
student nurses to apply theoretical knowledge in real-world patient care settings. This study
aims to provide insights into enhancing CLE to better prepare students for professional roles.
Using a mixed-method design, the study employed a cross-sectional analysis and descriptive
phenomenological approach. For the quantitative phase, 272 respondents were selected
through stratified sampling, while 12 participants were purposively chosen for qualitative
interviews. Quantitative data were gathered using the Clinical Learning Environment Inventory,
which measures six dimensions: personalization, involvement, individualization, innovation, task
orientation, and satisfaction. Among these, involvement had the highest mean, indicating strong
student engagement in clinical activities. In contrast, satisfaction scored the lowest, highlighting
a need to better address students’ expectations and experiences. Age significantly influenced
task orientation, suggesting differing approaches across age groups. Year level impacted
personalization, showing shifts in learning dynamics as students advance. Gender differences
were evident in perceptions of personalization and individualization, reflecting varied responses
to structured learning environments. Post hoc analysis revealed significant differences among
student groups based on age, gender, and year level. The qualitative component enriched the
findings by offering deeper insights into students' lived experiences during clinical placements.
Thematic analysis supported the quantitative results and highlighted areas for improving clinical
engagement, supervision, and emotional support. Overall, this study emphasizes the importance
of tailoring CLE to meet diverse student needs, ultimately enhancing learning outcomes and
satisfaction. These findings can inform strategies to create more supportive and effective clinical
learning environments.
