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Rwanda Journal of Medicine and Health Sciences

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Clinical learning environment and supervision: satisfaction levels of University of Rwanda Students

Catherine Musabyimana, Juliet Norah Mukankusi, Theogene Nyandwi, John Mugarura, Anita Collins

Abstract


Background: Nursing and midwifery students need to learn theoretical knowledge and practical skills. Students are satisfied with a clinical education program when the environment is conducive to acquiring the knowledge, skills and professional attitude essential for their career.

Objective: To assess the level of satisfaction with the clinical learning environment among nursing and midwifery students at the University of Rwanda.

Methods: A descriptive cross-sectional study design was used to assess 280 undergraduate nursing and midwifery students. The study used the instrument entitled, the ‘Clinical Learning Environment Supervision and Nurse Teacher Tool’ (CLES+T). Data analysis used descriptive statistics.

Results: The majority of participants were highly satisfied with the clinical learning environment (58%), ward atmosphere (54%), the leadership of ward manager (58%) and supervisory relationship (62%). Chi-square results showed a significant association between class level (p=0.001) and last clinical placement (p=0.000). Some students (7%) were dissatisfied with the supervisory relationship.

Conclusion: Most nursing and midwifery students were satisfied with the clinical learning environment. However, the reported levels of dissatisfaction showed that improvements are needed to attain a quality education and meet the Sustainable Development Goal (SDG) Four: to ensure inclusive and equitable quality education and promote lifelong learning opportunities for all.

Keywords: Clinical placement, learning,student, satisfaction, nursing, midwifery




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