Clinical Learning Environment and Satisfaction Among Nursing Students, The Republic of the Union of Myanmar

Abstract

Satisfaction of students has been utilized as an indicator of nursing education effectiveness. Studies indicated that the clinical learning environment influences student satisfaction. This descriptive correlation study aimed to describe the clinical learning environment and satisfaction, and to explore the relationship between the clinical learning environment and satisfaction among nursing students. The sample was 166 of the fourth year nursing students from 2 universities of nursing, the Republic of the Union of Myanmar. The research instruments were the Demographic Data Form, the Clinical Learning Environment Inventory (CLEI) and the Satisfaction Scale (SS). The Cronbach’s alpha coefficient of the subscales of the CLEI ranged from .86 to .90 and that of the SS was .84. Data were analyzed using descriptive statistics, Pearson’s Product-Moment correlation coefficient and Spearman’s Rank-Order correlation coefficient.

The results of this study indicated that:

The subjects perceived three dimensions of the clinical learning environment including personalization, innovation and individualization at low levels, whereas, the dimensions of involvement and task orientation were perceived at moderate levels.

The overall mean score of satisfaction among nursing students was at a moderate level.

There were statistically significant positive relationship between each dimension of the clinical learning environment and satisfaction among nursing students.

The results of this study could be used by administrators of nursing institutions in developing strategies to improve the clinical learning environment, thereby; satisfaction among nursing students would increase.