title: Nursing students' perceptions of learning in practice environments: a review.
abstract: Effective clinical learning requires integration of nursing students into ward activities, staff engagement to address individual student learning needs, and innovative teaching approaches. Assessing characteristics of practice environments can provide useful insights for development. This study identified predominant features of clinical learning environments from nursing students' perspectives across studies using the same measure in different countries over the last decade. Six studies, from three different countries, using the Clinical Leaning Environment Inventory (CLEI) were reviewed. Studies explored consistent trends about learning environment. Students rated sense of task accomplishment high. Affiliation also rated highly though was influenced by models of care. Feedback measuring whether students' individual needs and views were accommodated consistently rated lower. Across different countries students report similar perceptions about learning environments. Clinical learning environments are most effective in promoting safe practice and are inclusive of student learners, but not readily open to innovation and challenges to routine practices.
authors.affiliation: Nursing Practice Development Unit, Princess Alexandra Hospital, Qld, Australia. amanda_henderson@health.qld.gov.au
authors.forename: Amanda
authors.initials: A
authors.lastname: Henderson
authors.forename: Marie
authors.initials: M
authors.lastname: Cooke
authors.forename: Debra K
authors.initials: DK
authors.lastname: Creedy
authors.forename: Rachel
authors.initials: R
authors.lastname: Walker
mesh_terms: D001291:Attitude of Health Personnel; D004506:Education, Nursing / Q000458:organization & administration*; D006801:Humans; D007318:Inservice Training / Q000379:methods / Q000458:organization & administration; D007858:Learning; D015402:Nursing Education Research; D015404:Nursing Methodology Research; D010465:Perception; D013338:Students, Nursing / Q000523:psychology*