Clustering clinical learning environment and mentoring perceptions of nursing and midwifery students: A cross‐sectional study

Aims This study aimed to explore nursing and midwifery students’ evaluation of the clinical learning environment and mentoring and to identify distinct student profiles relating to their perceptions. Design This study employed a cross‐sectional design. Settings The study population included nursing and midwifery students in a university hospital in Finland. Participants All nursing and midwifery students who completed their clinical placement were invited to take part in the study in the academic year 2017–2018. Methods The data (N = 2,609) were gathered through an online survey using the Clinical Learning Environment, Supervision and Nurse Teacher scale. The data were analysed using a K‐mean cluster algorithm to identify nursing and midwifery students’ profiles. Results The findings from this study indicate four distinct profiles (A, B, C, & D) of nursing and midwifery students in relation to the clinical learning environment and mentoring. Profile A (N = 1,352) students evaluated their clinical learning environment and mentoring to the highest level (mean varied from 9.44–8.38); and Profile D (N = 151)‐ to the lowest (mean varied from 5.93–4.00). Conclusion The findings highlight that nursing and midwifery students evaluate their clinical learning environment and mentoring more highly when: they have a named mentor, student and mentor discuss learning goals, there is a final assessment in clinical learning, the mentor's guidance skills support student learning, the clinical learning supports the student's professional development and pre‐clinical teaching in an educational institution supports learning in the clinical placement. Impact Clinical learning plays an important role in nurse and midwifery education. Mentoring of clinical practice was shown to have a great influence on students’ perceptions of their success in clinical learning. We suggest that clinical practice should be strengthened by the building of collaboration between nursing teachers and registered nurses. 目的 该研究旨在探讨护理和助产专业学生对临床学习环境和指导的评价,并确定与他们看法有关的不同学生情况。 设计 该研究采用横断面设计。 背景 研究对象包括芬兰一所大学医院的护理和助产专业学生。 参与者 受邀参与研究的所有完成临床实习的2017‐2018级护理和助产专业学生。 方法 通过使用临床学习环境、监督和护士教师评估表的在线调查收集数据(N = 2,609)。使用K‐均值聚类算法对数据进行分析,以确定护理和助产专业学生的情况。 结果 该研究结果表明,护理和助产专业学生对临床学习环境和指导有四种不同的评价(A、B、C、D)。评价A(N = 1,352)表示学生对其临床学习环境和指导的评价最高(平均值范围:9.44‐8.38);评价D(N = 151)表示学生对其临床学习环境和指导的评价最低(平均值范围:5.93‐4.00)。 结论 调查结果强调,护理和助产专业的学生在以下情况下对其临床学习环境和指导的评价较高:学生有指定的导师、学生和导师讨论学习目标、临床学习中有期末评估、导师的辅导技能支持学生的学习、临床学习支持学生的专业发展以及教育机构的临床前教学支持临床实习