Abstract
Background
The clinical learning environment (CLE) plays a vital role in transforming nursing students’ theoretical knowledge into practical competencies. Understanding student satisfaction with the CLE is crucial for ensuring quality nursing education and developing competent healthcare professionals.
Objectives
To assess the satisfaction of nursing students towards the CLE and to associate the satisfaction of nursing students towards the CLE with selected demographic variables.
Methods
A descriptive cross-sectional study was conducted among 328 nursing students selected through a total enumerative sampling technique. Data were collected using a self-structured, validated CLE scale. The collected data were analysed using descriptive and inferential statistics.
Results
Among 328 participants, 53.7% (n = 176) reported high satisfaction, 43.3% (n = 142) reported moderate satisfaction, and 3% (n = 10) were not satisfied with their CLE. Academic performance (p < .002) and year of study (p < .0001) showed a significant association with satisfaction levels. First-year students demonstrated higher satisfaction compared to senior students. Students with higher academic scores (81%–100%) were 2.14 times more likely to report higher satisfaction (OR = 2.14, 95% CI: 1.24–3.69, p = .002).
Conclusion
The majority of nursing students expressed satisfaction with their CLE. However, satisfaction levels decreased with advancing academic years. Regular monitoring of CLEs and more interaction with tutors and faculty in the clinical area are recommended to maintain and improve student satisfaction across all academic years.
Get full access to this article
View all access options for this article.