Abstract
Nursing education is unique in its integration of theoretical and experiential learning and yet this integrated approach presents a number of challenges. One nuanced challenge in nursing education is the overlap of the students' clinical learning environment (CLE) with the clinical nurses' work environment. It is believed that the clinical nurse plays an important role in clinical learning, but it is not well understood how the clinical nurse understands and contributes to the CLE. The framework for this study was based on Benner's (1982) Novice to Expert model, transformative learning theory, and the AACN (2005) Healthy Work Environment framework. The purpose of this basic qualitative research was to explore how non-preceptor nurses who work with nursing students described the CLE, teaching nursing students, working with nursing faculty, and their role within the CLE.
Sigma Membership
Kappa Mu
Lead Author Affiliation
Winona State University, Winona, Minnesota, USA
Type
Dissertation
Format Type
Text-based Document
Study Design/Type
N/A
Research Approach
Qualitative Research
Keywords:
Nursing Education, Work Environments, Clinical Learning
Advisor
JoBeth Pilcher
Second Advisor
Victor Klimoski
Third Advisor
Camille Payne
Degree
PhD
Degree Grantor
Capella University
Degree Year
2016
Recommended Citation
Neal, April Rowe, "Nurses' experiences of the traditional clinical learning environment for nursing students" (2023). Dissertations. 936.
https://www.sigmarepository.org/dissertations/936
Rights Holder
All rights reserved by the author(s) and/or publisher(s) listed in this item record unless relinquished in whole or part by a rights notation or a Creative Commons License present in this item record.
All permission requests should be directed accordingly and not to the Sigma Repository.
All submitting authors or publishers have affirmed that when using material in their work where they do not own copyright, they have obtained permission of the copyright holder prior to submission and the rights holder has been acknowledged as necessary.
Review Type
None: Degree-based Submission
Acquisition
Proxy-submission
Date of Issue
2023-03-02
Full Text of Presentation
wf_yes
Description
This dissertation has also been disseminated through the ProQuest Dissertations and Theses database. Dissertation/thesis number: 10137554; ProQuest document ID: 1819288858. The author still retains copyright.