درک دانشجویان پرستاری از وضعیت موجود محیط آموزش بالینی دانشگاه علوم پزشکی تهران

Normal 0 false false false MicrosoftInternetExplorer4 !mso]> st1:*{behavior:url(#ieooui) } /* Style Definitions */ table.MsoNormalTable {mso-style-name:"Table Normal" mso-tstyle-rowband-size:0 mso-tstyle-colband-size:0 mso-style-noshow:yes mso-style-parent:"" mso-padding-alt:0cm 5.4pt 0cm 5.4pt mso-para-margin:0cm mso-para-margin-bottom:.0001pt mso-pagination:widow-orphan font-size:10.0pt font-family:"Times New Roman" mso-ansi-language:#0400 mso-fareast-language:#0400 mso-bidi-language:#0400} Background and objective: Clinical learning environment plays an important role in clinical learning of nursing students. Students' perception of the clinical learning environment with what exists in reality is different and they look for the more desirable learning environment. Assessing nursing students' perception and exploring the effects of undergraduate curriculum is one of the most important steps in the continuing development of nursing education. The purpose of this study was to determine pre-registration student nurses perception of the clinical learning environment during clinical placements Material and Methods: This study was descriptive cross-sectional. 217 baccalaureate nursing students from Tehran nursing & midwifery faculty participated in this study. For data collection, "clinical learning environment inventory" was used that contains 42 item in six areas, and completed by the students on the last day of the placement. Data was analyzed by SPSS software using descriptive and inferential statistic. Results: The T-test showed that there were differences between mean scores in the assessed areas according to the nursing students' perception of the clinical learning environment and this difference with demographic variables (years and clinical ward) were statistically significant (p˂0.05). Conclusion: The results of this study showed that nursing students do not have positive perception of the clinical learning environment. Therefore, the quality of clinical learning and student satisfaction should be improved by a more coherent planning.