PERCEPTIONS OF NURSING STUDENTS TOWARD THE CLINICAL LEARNING ENVIRONMENT: A CORRELATIONAL ANALYSIS

Abstract

Background: The clinical learning environment (CLE) plays a pivotal role in shaping nursing students’ learning, perception, and satisfaction. Supervision and practicum-related factors are often key determinants of students’ overall experiences.

Materials and Methods: A cross-sectional descriptive design was employed. A convenient sample of 220 female nursing students was recruited from the Al-Aleem Institute of Nursing, Lahore. Data were collected using the Clinical Learning Environment, Supervision + Nurse Teacher (CLES+T) scale. Hierarchical multiple regression was applied, with demographic factors entered first, followed by practicum and supervision factors.

Results: Nursing students reported moderate overall perception (M = 3.56, SD = 0.78) and satisfaction (M = 3.56, SD = 1.12) with the clinical learning environment, with the highest ratings for ward leadership (M = 4.00, SD = 0.89) and lowest for supervisory relationships (M = 3.33, SD = 1.16). Hierarchical regression showed that supervision intensity (β = .27, p < .001) and frequency (β = .22, p < .001) were the strongest positive predictors of both perception and satisfaction, while longer practicum duration and higher year of study were significant negative predictors.

Conclusion: Enhancing supervision quality during clinical placements can significantly improve nursing students’ perception and satisfaction with their CLE.