Understanding The Clinical Learning Experiences Of Student Nurses In A Private Higher Education Institution

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.