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Nurse Educ Pract. 2014 Mar;14(2):208-13. doi: 10.1016/j.nepr.2013.08.012. Epub 2013 Sep 6.

Challenging clinical learning environments: experiences of undergraduate nursing students.

Author information

1
McMaster University, Faculty of Health Sciences 2J31, 1280 Main Street West, Hamilton, Ontario L8S 4K1, Canada. Electronic address: omara@mcmaster.ca.
2
BScN Program Conestoga College, Canada. Electronic address: jmcdonald@conestogac.on.ca.
3
British Columbia Institute of Technology, Canada. Electronic address: Mary_Gillespie@bcit.ca.
4
University of British Columbia, Canada. Electronic address: Helen.Brown@nursing.ubc.ca.
5
BScN Program Mohawk College, Canada. Electronic address: lynn.miles@mohawkcollege.ca.

Abstract

Clinical learning is an essential component of becoming a nurse. However at times, students report experiencing challenging clinical learning environments (CCLE), raising questions regarding the nature of a challenging clinical learning environment, its impact on students' learning and how students might respond within a CCLE. Using an Interpretive Descriptive study design, researchers held focus groups with 54 students from two Canadian sites, who self-identified as having experienced a CCLE. Students defined a CCLE as affected by relationships in the clinical area and by the context of their learning experiences. CCLE decreased students' learning opportunities and impacted on them as persons. As students determined which relationships were challenging, they tapped other resources and they used strategies to rebuilt, reframe, redirect and/or retreat relative to the specific challenge. Relationships also acted as buffers to unsupportive practice cultures. Implications for practice and research are addressed.

KEYWORDS:

Clinical educator; Clinical learning environment; Faculty–student relationships; Student perceptions

PMID:
24063792
DOI:
10.1016/j.nepr.2013.08.012
[Indexed for MEDLINE]
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