Supervision-Based Support Systems for Nursing Undergraduates at General Sir John Kotelawala Defence University, Sri Lanka in the Clinical Learning Environment: A Cross-Sectional Study

Abstract

Introduction: The clinical learning environment (CLE) plays a role in bridging the theory-practice gap through the supervision of qualified professionals, helping students develop clinical competencies, confidence, and professional growth. Effective supervision-based support systems (SBSS) improve learning and ease the challenges students face in clinical practice. This study assessed the SBSS for BSc nursing students in the second, third, and fourth academic years at General Sir John Kotelawala Defence University in the CLE.

Methods: A descriptive cross-sectional study was conducted with 211 participants recruited through simple random sampling. Data were collected using the Clinical Learning Environment, Supervision and Nurse Teacher (CLES+T) scale, demographic questions, and questions related to challenges. Data were analyzed using SPSS 25, employing descriptive and inferential statistics.

Results: Most students were female (68.7%) and aged 21-25 years (93.3%). The overall mean score of CLES+T was 2.45 (SD±0.55). Frequency of supervision during clinical placements was significantly associated with better perceptions of the pedagogical atmosphere, supervisory relationships, and the role of the nurse teacher (p<.05). The number of weeks per allocation and the adequacy of the clinical period were significantly associated with supervisory relationships. The most common student-reported challenges were communication gaps with the clinical staff and stress within the CLE despite the presence of competent instructors.

Conclusion: This study concludes that while nursing undergraduates held a moderately positive view of their SBSS in CLE, they had concerns about the adequacy of clinical supervision. The findings highlight that consistent clinical supervision improves students’ overall experience.