Creating supportive clinical learning environments: an intervention study

Henderson, Amanda, Twentyman, Michelle, Eaton, Emma, Creedy, Debra, Stapleton, Peta and Lloyd, Belinda (2010) Creating supportive clinical learning environments: an intervention study. Journal of Clinical Nursing, 19 1-2: 177-182. doi:10.1111/j.1365-2702.2009.02841.x


Author Henderson, Amanda
Twentyman, Michelle
Eaton, Emma
Creedy, Debra
Stapleton, Peta
Lloyd, Belinda
Title Creating supportive clinical learning environments: an intervention study
Journal name Journal of Clinical Nursing   Check publisher's open access policy
ISSN 0962-1067
1365-2702
Publication date 2010-01
Sub-type Article (original research)
DOI 10.1111/j.1365-2702.2009.02841.x
Volume 19
Issue 1-2
Start page 177
End page 182
Total pages 6
Place of publication Oxford, United Kingdom
Publisher Wiley-Blackwell Publishing
Language eng
Formatted abstract
Aim. To assess the impact of an intervention aimed to build capacity of registered nurses to enhance the clinical learning environment for undergraduate nursing students. Workplace learning is vital for the development of skills, attributes and knowledge of student nurses. Registered nurses need to be appropriately prepared to maximise student learning during clinical placement.
Background. The quality of student learning during clinical practicum is largely dependent on interactions with ward staff.
Design. A quasi-experimental design.
Method. Measurement of students’ perceptions of the psycho social learning environment during and outside of the intervention period was used to evaluate the capacity building intervention. The capacity building intervention consisted of interactive education in clinical areas over a six-week period for registered nurses in two acute surgical wards.
Results. First, second and third year students (n = 62) who undertook their clinical practicum in the two surgical wards, before, during and six months after the capacity building intervention assessed the psycho-social learning environment at the time of their clinical practicum. Findings showed that students who undertook their clinical practicum during the intervention period rated the psycho-social clinical learning environment significantly higher than students who undertook their practicum at times
outside of the intervention period.
Conclusions. An experienced researcher/educator conducting capacity building sessions can effectively assist and support registered nurses to engage with students.
Relevance to clinical practice. Capacity building sessions can improve practice, however, structures and processes that ensure continuation of practice change need to be embedded for improvements to be sustained.
Keyword Best practice
Context
Education
Facilitation
Learning
Q-Index Code C1
Q-Index Status Provisional Code
Institutional Status Non-UQ
Additional Notes Available online 20 JULY 2009

Document type: Journal Article
Sub-type: Article (original research)
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