Nursing students' experiences of the clinical learning environment at Hafr Al Batin University: A cross-sectional study

Abstract

The clinical learning environment plays a crucial role in nursing education, significantly affecting student learning. This research aimed to examine the learning experiences of nursing students at the University of Hafr Al Batin, specifically within their clinical learning environments. The study used the Clinical Learning Environment, Supervision, and Nurse Teacher (CLES+T) scale to assess these experiences in hospital placements. Participants included nursing students in their second year and beyond who had completed at least one clinical placement in hospitals. The research adopted a quantitative approach, utilizing descriptive and inferential statistical methods for data analysis. Results indicated that final-year students were less satisfied with certain aspects, including the physical environment of the ward, supervisory relationships, and the involvement of nurse teachers. In contrast, second and third-year students generally viewed the clinical learning environment more positively. These outcomes are consistent with findings from international studies. The study suggests the importance of enhancing the roles of nurse teachers and supervisors to improve nursing students' learning experiences. Further qualitative research is recommended to gain a deeper understanding of these issues.