Nursing Students' Perceptions and Participation in Surgical Clinical Learning

NCT06285266 | Not Yet Recruiting

• 1 other identifier: kilis_1
• Study Type: observational
• Target: 100
• Locations: 0 countries
• Sites: N/A

Brief Summary

This cross-sectional study investigates the perceptions of nursing students regarding the clinical learning environment (CLE) in surgical services and their participation in clinical practices. Surgical services present a complex, dynamic, and intense learning environment crucial for the development of nursing students' professional competencies. The study explores the challenges nursing students face in these settings, including limited opportunities for participation in intraoperative processes and intensive care units, and the impact of these challenges on their learning outcomes and professional development. Previous research has highlighted various factors that can either facilitate or hinder nursing students' ability to engage effectively in clinical practices, such as the learning atmosphere, support from nurse educators, peer support, and effective communication. However, there is a noted gap in understanding the specific difficulties encountered in surgical services, the adequacy of students' clinical skills and knowledge, and their ability to apply theoretical knowledge in practice. By examining nursing students' experiences, this study aims to shed light on the suitability and quality of CLEs in surgical services, contributing valuable insights for optimizing clinical learning and enhancing nursing education programs. The hypotheses tested whether nursing students' perceptions of CLEs in surgical services and their participation in clinical practices are influenced by their descriptive characteristics. Keywords: Nursing Student, Surgical Services, Clinical Practice, Clinical Learning Environment

Conditions

Clinical Practice

Keywords

Nursing Student; Surgical Services; Clinical Practice; Clinical Learning Environment

Outcome Measures

Primary Outcomes (3)

• Descriptive Characteristics Form

  The Descriptive Characteristics Form includes questions aimed at determining students' age, gender, high school from which they graduated, and their perceptions regarding the adequacy of their participation in clinical practices in surgical services.

  up to 18 weeks

• Clinical Learning Environment Scale (CLES):

  The scale was developed by Dunn and Burnett in 1995 (Dunn \& Burnett, 1995) and was adapted into Turkish by Sarı in 2001 (Sarı, 2001). The scale consists of 22 items across 5 sub-dimensions: "Staff-Student Relationships" (items 7, 8, 15, 19, 20, and 21), "Roles of Teaching Staff" (items 3, 5, 11, and 12), "Patient Relationships" (items 2, 10, 14, and 22), "Student Satisfaction" (items 9, 16, 17, and 18), and "Hierarchy and Routines" (items 1, 4, 6, and 13). The lowest possible score on the scale is 22, and the highest is 110, with higher scores indicating a more positive evaluation of the clinical learning environment. The original scale's Cronbach's alpha reliability coefficient was calculated as and the Turkish adaptation's Cronbach's alpha reliability coefficient was calculated as The Cronbach's alpha reliability coefficient for this study was calculated as

  up to 18 weeks

• Clinical Practice Participation Determination Form:

  The Clinical Practice Participation Determination Form was created by the researchers following a review of sources. It contains 30 multiple-choice questions aimed at determining nursing students' ability to participate in clinical practices. To establish the form's content validity, expert opinions were obtained from 5 nursing academics. The Content Validity Index (CVI) was calculated to be 0.98, and the form was deemed suitable for the research. Since the CVI is 0.98 \> 0.80, it was decided that the data collection forms are appropriate for this research (Davis and Grant, 1993). The Cronbach's alpha reliability coefficient for the Clinical Practice Participation Determination Form was calculated as Clinical Practice Participation Facilitators and Barriers The Content Validity Index (CVI) was calculated to be 0.98, and the form was deemed suitable for the research.

  up to 18 weeks

Eligibility Criteria

• Age: 18 Years+
• Sex: all
• Healthy Volunteers: Yes
• Age Groups: Adult (18-64), Older Adult (65+)
• Sampling Method: Non-Probability Sample

Study Population

The study population consists of nursing students enrolled in a surgical nursing course for the first time, excluding those with a vocational health high school background or current healthcare professionals. This selection aims to ensure participants have similar educational experiences and are in a critical phase of integrating theoretical knowledge with practical skills. Focusing on students not yet working in health services allows for a clearer assessment of educational impacts without professional biases. Participation is voluntary, emphasizing engaged learners likely to provide insightful feedback on their clinical learning environment in surgical settings. This approach aims to identify educational facilitators and barriers within a specific, challenging clinical context.

You may qualify if:

• Nursing students taking a surgical course for the first time,
• Those who are not graduates of a vocational health high school,
• Those not working as health professionals,
• Nursing students willing to participate in the study were included.

You may not qualify if:

• Students who wished to withdraw from the sample at any stage of the research were excluded from the study

Sponsors & Collaborators

• Kilis 7 Aralik University: lead
• Hasan Kalyoncu University: collaborator

Study Officials

• islam elagöz, MsC

  devlet hastanesi

  STUDY CHAIR

Central Study Contacts

islam RA ELAGÖZ, MsC

CONTACT

+905304096124; islam.elagoz@kilis.edu.tr

Aynur Dr KOYUNCU, PhD

CONTACT

+905304096124; aynur.koyuncu@yahoo.com

Study Design

• Study Type: observational
• Observational Model: OTHER
• Time Perspective: CROSS SECTIONAL
• Target Duration: 1 Year
• Sponsor Type: OTHER
• Responsible Party: PRINCIPAL INVESTIGATOR
• PI Title: PhD

Study Record Dates

• First Submitted: February 22, 2024
• First Posted: February 29, 2024
• Study Start: March 15, 2024
• Primary Completion: April 30, 2024
• Study Completion: June 1, 2024
• Last Updated: February 29, 2024

Record last verified: 2024-02

Data Sharing

• IPD Sharing: Will not share