EVALUATION OF THE CLINICAL LEARNING ENVIRONMENT AND ASSOCIATED FACTORS AMONG CLINICAL NURSES

Abstract

Background: The clinical learning environment plays a crucial role in developing nurses’ clinical competence, communication skills, confidence, and professional growth. However, factors such as workload, limited resources, stress, and inadequate supervision may negatively influence learning experiences and the quality of patient care in healthcare settings. Objective: To evaluate the clinical learning environment and associated factors among clinical nurses. Methodology: A descriptive cross sectional study was conducted among 136 clinical nurses working in selected public and private hospitals. Participants were selected through a non probability convenience sampling technique. Data were collected using a structured self administered questionnaire consisting of demographic variables and the Clinical Learning Environment Questionnaire (CLEQ). Data analysis was performed using descriptive statistics including frequency, percentage, mean, and standard deviation. Results: The findings showed that the majority of participants were female (67.6%), aged 18–25 years (42.6%), and had 0–5 years of clinical experience (59.6%). The overall mean CLEQ score was 95.4 ± 12.8, indicating a moderately positive perception of the clinical learning environment. The highest mean scores were observed in teamwork encouragement (3.98 ± 0.94), usefulness of clinical rotations (3.97 ± 0.95), and teacher clarity (3.94 ± 0.98). Lower mean scores were identified in areas related to stress during clinical work (3.45 ± 1.18), equipment availability (3.62 ± 1.12), and patient load (3.64 ± 1.10). Conclusion: The study concluded that clinical nurses generally perceived the clinical learning environment positively; however, challenges related to stress, workload, and limited resources still exist and require organizational and educational improvements to enhance learning outcomes and quality nursing care.