ASSOCIATION BETWEEN THE QUALITY OF THE CLINICAL LEARNING ENVIRONMENT AND CLINICAL LEARNING SATISFACTION AMONG UNDERGRADUATE NURSING STUDENTS IN MARDAN, KHYBER PAKHTUNKHWA, PAKISTAN

Abstract

Background Satisfaction with clinical learning refers to the students' perception of whether their clinical experiences met their educational needs and expectations. Although previous studies have established a link between the quality of the clinical learning environment and student satisfaction with clinical training, evidence regarding this relationship in Pakistan—specifically in Khyber Pakhtunkhwa and Mardan—remains limited. Understanding the relationship between the CLE and satisfaction is crucial for nursing educators and administrators to identify areas where clinical training requires improvement. Objective The objective of this study was to examine the relationship between the quality of the clinical learning environment and the level of satisfaction with clinical learning among undergraduate nursing students in Mardan, Khyber Pakhtunkhwa (Pakistan). Methodology This study employed a quantitative, analytical, and cross-sectional research design. This study included undergraduate nursing students and their respective clinical learning environments across four selected nursing schools in Mardan. A sample of 260 students was selected using proportional stratified random sampling. A structured questionnaire was employed, comprising 10 items to measure the quality of the clinical learning environment and 5 items to assess the level of satisfaction with clinical learning; a five-point Likert scale was used for both sections. Data analysis was performed using the Statistical Package for the Social Sciences (SPSS) software, version 26. Descriptive statistical analyses were conducted to characterize the study variables. Furthermore, Pearson’s correlation test was performed to examine the relationship between the quality of the clinical learning environment and student satisfaction. A *p*-value of < 0.05 was set to determine statistical significance. Results Overall, the mean score for the quality of the clinical learning environment among the 260 participants was approximately 3.78, while the mean score for satisfaction with clinical learning was approximately 3.87. The analysis revealed a positive correlation between the quality of the clinical learning environment and the level of satisfaction derived from it (r = 0.742; *p* < 0.001). In other words, students who perceive their clinical learning environment more positively are generally more satisfied with their overall clinical learning experience. Conclusion The clinical learning environment significantly influences students' satisfaction with their clinical learning experiences. A comprehensive and supportive clinical learning environment—characterized by effective supervision and guidance, constructive and timely feedback, respectful and empathetic communication, access to educational resources, and opportunities to develop and acquire competence and skills—contributes to increased satisfaction among undergraduate nursing students regarding their clinical learning experiences.