Clinical environment as a learning environment: student nurses’ perceptions concerning clinical learning experiences
Section snippets
Introduction and literature
This paper is based on the data collected in a joint research venture undertaken by the School of Health and Social Care of Jyväskylä Polytechnic in Finland and the Chung Sang Medical and Dental College in Taichung, Taiwan.1 The purpose of the study is to describe the Finnish student nurses’ experiences and perceptions of the clinical environment as a learning environment. The interest in studying this area arose from the continuous
Method
A qualitative approach was used in this study because of its applicability in the research of lived experiences (Beyea & Nicoll 1997, Sim 1998, Oiler Boyd 2000). There are many different methods of qualitative research that can be used to understand and give meaning to lived experiences. Edmund Husserl (1859–1938) is often considered the father of phenomenology (Jasper 1994, Koch 1995, Paley 1997). Husserl’s phenomenology represents a philosophical perspective and not a method, this causes
The clinical environment as a learning environment
Suitable surroundings for clinical practice were vital for good learning experiences, albeit one could also learn from bad experiences. A good clinical learning environment was described as being one where there was good co-operation between the staff members, a good atmosphere, and where student nurses were regarded as younger colleagues. If a good ward carried out care according to a good care philosophy, it enhanced learning. The conduct on the ward was in accordance with the quality
Discussion
The relatively small sample from one polytechnic as well as the qualitative nature of the study limit the generalizability of the results. Despite these limitations, the study offers valuable insights into student nurses’ lived experiences concerning the learning environment in clinical practice. The present study results are much in accordance with the recent researches available on the topic, referred to in this article, and the writing of Koh (2002), who cites and discusses the current
Conclusions and implications for practice
Student nurses highly value clinical practice and the possibilities it offers in the process of growing to become a nurse and a professional. First and foremost, it is important to recognize all the aspects involved in patient care. The school should be able to provide a suitable clinical learning environment at the right time, so that theory and practice would complement each other. This would make it possible to attain the goals set, on the one hand, and to offer the student enough
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