THE LEARNING

ENVIRONMENT
Aican Jose M. Nash, RN, MAN
Clinical Teaching
Clinical
Setting
The clinical learning environment is
equivalent to a classroom for
students during their practicums
(Chan, 2004)…
 In clinical • hope to integrate into agency routines
classrooms, and feel a sense
of belongingness (Levett-Jones,
learners: Lathlean, Higgins & McMillan, 2008).

• want to feel welcome and accepted by

staff…(Courtney-Pratt, FitzGerald,
Ford, Marsden & Marlow, 2011;
Henderson, Cooke, Creedy & Walker,
2012).
 In clinical • expect and require feedback on their
performance and they must have
classrooms, opportunities for non-evaluated

learners: student–teacher discussion time

(Melrose & Shapiro, 1999)

• and critical reflection (Duffy, 2009;

Forneris & Peden-McAlpine, 2009;
Mohide & Matthew-Maich, 2007).

• need time to progress from one level

of proficiency to another (Benner,
2001).
 In clinical
classrooms, Just as learners in classroom

learners: environments need support to

develop competence in their chosen
professions, learners in clinical

practicums *need a supportive

clinical learning environment.
 Criteria
for Faculty teaching clinical courses will likely
Selection be involved in the selection of new
practicum sites.
of Clinical
Setting But even tried and true settings should
be periodically reevaluated for their
appropriateness and quality in light of
the needs of the given clinical course.
Not all clinical settings are capable of
offering students a positive learning
atmosphere (Chan, 2002).
Opportunities to develop the distinct Criteria
clinical knowledge and skills required
for
Selection
of Clinical
Foster Supportive Learning Environment

Congruency of the agency’s mission Setting

and philosophy with the academic
institution
Opportunities to develop the distinct Criteria
clinical knowledge and skills required
for
“Will this location provide the students Selection
with…?”
of Clinical
If not, more than one setting may be Setting
needed, and student will have to be
rotated between them in order to
achieve all of the desired
competencies.
Opportunities to develop the distinct Criteria
clinical knowledge and skills required
for
Selection
of Clinical
Foster Supportive Learning Environment

Congruency of the agency’s mission Setting

and philosophy with the academic
institution
Foster Supportive Learning Environment
Criteria
for
Experiential learning is enhanced in
supportive communities and
Selection
organizational climates (Benner, 2001). of Clinical
Setting
Opportunities to develop the distinct Criteria
clinical knowledge and skills required
for
Selection
of Clinical
Foster Supportive Learning Environment

Congruency of the agency’s mission Setting

and philosophy with the academic
institution
 Criteria
Congruency of the agency’s mission
for
and philosophy with the academic Selection
institution
of Clinical
*Align or aggreeing Setting
Appropriateness of the practice model Criteria
employed
for
Selection
of Clinical
Facility accreditation or license status

Facility staff and resources accommodate Setting

multiple education programs
Conditions
for
Effective
Teaching A nursing student’s placement is a vital
part of their learning experience.

Getting it right can contribute greatly to

the development of individual students,
as well as the team and organizational
culture they are working in.
Compassion and other values embedded in Conditions
the team
for
Effective
Time to care
Teaching
Excellent communication
Competent leaders, mentors and Conditions
colleagues
for
Effective
Commitment to learning
Teaching
Courage to be flexible and to try something
different
Competent leaders, mentors and Conditions
colleagues
for
Effective
Commitment to learning
Teaching
Courage to be flexible and to try something
different
 Clinical
Learning
Environment
Inventory
developed in Australia by Chan (2001,
2002, 2003) to measure student nurses’
perceptions of psychosocial elements in
clinical practicums.
Thank you for listening!
God bless you 