Nurses' experiences of the traditional clinical learning environment for nursing students
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April Rowe Neal holds doctoral and masters degrees with emphasis on nursing education, from Capella University and University of Minnesota, respectively, with a BA in nursing from Luther College. She is currently assistant professor at Winona State University, helping to prepare graduate nursing students for careers in nursing education. Prior to joining Winona State, April served as department chair and associate professor in a 4-year liberal arts college setting where she developed a passion for mentoring new nurses and educators.
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- Kappa Mu
Nursing education is unique in its integration of theoretical and experiential learning and yet this integrated approach presents a number of challenges. One nuanced challenge in nursing education is the overlap of the students’ clinical learning environment (CLE) with the clinical nurses’ work environment. It is believed that the clinical nurse plays an important role in clinical learning, but it is not well understood how the clinical nurse understands and contributes to the CLE. The framework for this study was based on Benner’s (1982) Novice to Expert model, transformative learning theory, and the AACN (2005) Healthy Work Environment framework. The purpose of this basic qualitative research was to explore how non-preceptor nurses who work with nursing students described the CLE, teaching nursing students, working with nursing faculty, and their role within the CLE. Participants were recruited from a professional nursing organization and social media and completed individual semi-structured interviews. Data were analyzed using thematic analysis. Several themes emerged including how teaching a student affected time and workload, how the nurse approached teaching and learning, and benefits and challenges nurses noted in planning and implementing clinical learning. Participants described significant challenges to the integrated clinical learning and work environment and simultaneously found value in the learning opportunities for student nurses. Participants explained how explicit communication and effective relationships with student and faculty helped to support a positive learning environment, as well as expressing a desire for support from faculty, colleagues, and hospital leadership to fulfill the teaching role well. Understanding the benefits, challenges, and needs of the nurse, serving in a dual role as bedside caregiver and clinical teacher, can help to inform best practices in clinical learning. Finally, further research may be directed at understanding how novice through expert nurses implement teaching practices within and experience the CLE.
This dissertation has also been disseminated through the ProQuest Dissertations and Theses database. Dissertation/thesis number: 10137554; ProQuest document ID: 1819288858. The author still retains copyright.
This item has not gone through this repository's peer-review process, but has been accepted by the indicated university or college in partial fulfillment of the requirements for the specified degree.
| Type | Dissertation |
| Acquisition | Proxy-submission |
| Review Type | None: Degree-based Submission |
| Format | Text-based Document |
| Evidence Level | N/A |
| Research Approach | Qualitative Research |
| Keywords | Nursing Education; Work Environments; Clinical Learning |
| Grantor | Capella University |
| Advisor | Pilcher, Jobeth; Klimoski, Victor; Payne, Camille |
| Level | PhD |
| Year | 2016 |
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