| dc.description.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. | en_US |
