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"documento" => "simple-article" "crossmark" => 1 "subdocumento" => "cor" "cita" => "Enferm Clin. 2023;33:244-5" "abierto" => array:3 [ "ES" => false "ES2" => false "LATM" => false ] "gratuito" => false "lecturas" => array:1 [ "total" => 0 ] "en" => array:10 [ "idiomaDefecto" => true "cabecera" => "<span class="elsevierStyleTextfn">Letter to the Editor</span>" "titulo" => "Nursing methodology in the patient with Kounis syndrome" "tienePdf" => "en" "tieneTextoCompleto" => "en" "paginas" => array:1 [ 0 => array:2 [ "paginaInicial" => "244" "paginaFinal" => "245" ] ] "titulosAlternativos" => array:1 [ "es" => array:1 [ "titulo" => "Metodología enfermera en el paciente con síndrome de kounis" ] ] "contieneTextoCompleto" => array:1 [ "en" => true ] "contienePdf" => array:1 [ "en" => true ] "autores" => array:1 [ 0 => array:2 [ "autoresLista" => "Ana Rosa Alconero-Camarero, María Isabel Ibáñez-Rementería, Carmen Sarabia-Cobo" "autores" => array:3 [ 0 => array:2 [ "nombre" => "Ana Rosa" "apellidos" => "Alconero-Camarero" ] 1 => array:2 [ "nombre" => "María Isabel" "apellidos" => "Ibáñez-Rementería" ] 2 => array:2 [ "nombre" => "Carmen" "apellidos" => "Sarabia-Cobo" ] ] ] ] ] "idiomaDefecto" => "en" "Traduccion" => array:1 [ "es" => array:9 [ "pii" => "S1130862123000384" "doi" => "10.1016/j.enfcli.2023.02.002" "estado" => "S300" "subdocumento" => "" "abierto" => array:3 [ "ES" => false "ES2" => false "LATM" => false ] "gratuito" => false "lecturas" => array:1 [ "total" => 0 ] "idiomaDefecto" => "es" "EPUB" => "https://multimedia.elsevier.es/PublicationsMultimediaV1/item/epub/S1130862123000384?idApp=UINPBA00004N" ] ] "EPUB" => "https://multimedia.elsevier.es/PublicationsMultimediaV1/item/epub/S2445147923000176?idApp=UINPBA00004N" "url" => "/24451479/0000003300000003/v1_202306061257/S2445147923000176/v1_202306061257/en/main.assets" ] "en" => array:12 [ "idiomaDefecto" => true "cabecera" => "<span class="elsevierStyleTextfn">Letter to the Editor</span>" "titulo" => "Perception and satisfaction of nursing students with clinical practices" "tieneTextoCompleto" => true "saludo" => "Dear Editor," "paginas" => array:1 [ 0 => array:1 [ "paginaInicial" => "245" ] ] "autores" => array:1 [ 0 => array:4 [ "autoresLista" => "Francisco Miguel Escandell-Rico, Lucia Pérez-Fernández" "autores" => array:2 [ 0 => array:4 [ "nombre" => "Francisco Miguel" "apellidos" => "Escandell-Rico" "email" => array:1 [ 0 => "francisco.escandell@ua.es" ] "referencia" => array:1 [ 0 => array:2 [ "etiqueta" => "<span class="elsevierStyleSup">*</span>" "identificador" => "cor0005" ] ] ] 1 => array:2 [ "nombre" => "Lucia" "apellidos" => "Pérez-Fernández" ] ] "afiliaciones" => array:1 [ 0 => array:2 [ "entidad" => "Departamento de enfermería, Universidad de Alicante, Spain" "identificador" => "aff0005" ] ] "correspondencia" => array:1 [ 0 => array:3 [ "identificador" => "cor0005" "etiqueta" => "⁎" "correspondencia" => "Corresponding author." ] ] ] ] "titulosAlternativos" => array:1 [ "es" => array:1 [ "titulo" => "Percepción y satisfacción de los estudiantes de enfermería con las prácticas clínicas" ] ] "textoCompleto" => "<span class="elsevierStyleSections"><p id="par0005" class="elsevierStylePara elsevierViewall">Nursing education and training have undergone marked qualitative and quantitative changes, including the system of modular theoretical-practical integration.<a class="elsevierStyleCrossRef" href="#bib0005"><span class="elsevierStyleSup">1</span></a> This means that 50% of skills are now acquired and evaluated in the clinical environment.<a class="elsevierStyleCrossRef" href="#bib0005"><span class="elsevierStyleSup">1</span></a> Suitable surroundings for clinical training would support students’ development of clinical skills, and this would have a significant effect on the results of their experiences.<a class="elsevierStyleCrossRef" href="#bib0010"><span class="elsevierStyleSup">2</span></a> We found that few instruments have been used and validated to evaluate the clinical learning environment. The Clinical Learning Environment, Supervision and Nurse Teacher (CLES<span class="elsevierStyleHsp" style=""></span>+<span class="elsevierStyleHsp" style=""></span>T)<a class="elsevierStyleCrossRef" href="#bib0015"><span class="elsevierStyleSup">3</span></a> scale stands out, and it is habitually used in several countries. The CLES<span class="elsevierStyleHsp" style=""></span>+<span class="elsevierStyleHsp" style=""></span>T scale has acceptable psychometric properties to evaluate nursing students’ clinical learning environment, grouping criteria into 5 dimensions: 1) the teaching atmosphere in the unit; 2) the supervision relationship; 3) the leadership style of the unit supervisor; 4) the nursing premises in the unit; and 5) the role of the tutor nurse in clinical practices.</p><p id="par0010" class="elsevierStylePara elsevierViewall">We present a case study in which the CLES<span class="elsevierStyleHsp" style=""></span>+<span class="elsevierStyleHsp" style=""></span>T<a class="elsevierStyleCrossRef" href="#bib0015"><span class="elsevierStyleSup">3</span></a> questionnaire was used to evaluate Alicante University third and fourth year nursing degree students’ perception and degree of satisfaction with the hospital clinical learning environment, where they gained work experience in the academic year 2021–2022. Their level of satisfaction with clinical work experience was also assessed. A single question on satisfaction with a 10-point Likert scale was used (1: not satisfied at all; 10: very satisfied) This study was approved by the Research Ethics Committee (File UA-2022-07-06), and it was undertaken under the terms of the ethical principles of the Helsinki Declaration. All of the participants gave their informed consent for data processing.</p><p id="par0015" class="elsevierStylePara elsevierViewall">The questionnaire was applied to a sample of convenience consisting of</p><p id="par0020" class="elsevierStylePara elsevierViewall">186 nursing students. 119 students were in their third year (64% response rate) and 67 students were in their fourth year (36% response rate). The Cronbach alpha coefficients showed satisfactory values for the total scores as well as for partial ones in both groups (range 0.80–0.96).</p><p id="par0025" class="elsevierStylePara elsevierViewall">The overall average CLES<span class="elsevierStyleHsp" style=""></span>+<span class="elsevierStyleHsp" style=""></span>T scale score was 4.15<span class="elsevierStyleHsp" style=""></span>±<span class="elsevierStyleHsp" style=""></span>1.32 points over 5. There were significant differences between the different years in the overall CLES-T score (<span class="elsevierStyleItalic">P</span><span class="elsevierStyleHsp" style=""></span>=<span class="elsevierStyleHsp" style=""></span>.023) and in all of its dimensions except for the supervision “relationship” (<span class="elsevierStyleItalic">P</span><span class="elsevierStyleHsp" style=""></span>=<span class="elsevierStyleHsp" style=""></span>.147). No significant results were found when academic performance was compared with the CLES+T score. The average overall score for student satisfaction with their clinical work experience was 8.47(SD 2.35). The fourth year students obtained higher average scores [9.20 (SD 1.66)] than those in their third year [8.05(SD 2.58)]. Thus as the students progressed in their education they acquired knowledge, skills and work experience which may have influenced this change in their assessment of their satisfaction and opinion of their clinical learning environment.</p><p id="par0030" class="elsevierStylePara elsevierViewall">The CLES-T scores awarded by the students in our study agreed with the findings of Suikkala et al.,<a class="elsevierStyleCrossRef" href="#bib0020"><span class="elsevierStyleSup">4</span></a> whose students awarded a high overall score. The highest-scoring dimension in our study was “supervisor leadership style”. The lowest-scoring dimension was the “supervision relationship”, followed by “unit nursing premises”, where the students considered that the tutors were not effectively communicating their experience. The general level of student satisfaction with their clinical work experience was high, and the higher scores awarded by the fourth-year students in comparison with those of the third year stand out. This is probably because the students feel committed to the work experience unit and also feel that they are well-accepted by their tutors; furthermore, the students consider the clinical environment to offer a good learning atmosphere.<a class="elsevierStyleCrossRef" href="#bib0025"><span class="elsevierStyleSup">5</span></a></p><p id="par0035" class="elsevierStylePara elsevierViewall">To conclude, the students’ opinion of the clinical learning environment and their general level of satisfaction with the clinical work experience may be considered to be high, and above all that this level rises as the course progresses, underlining the idea that clinical work experience in a favourable environment motivates students and helps them to acquire knowledge. Nevertheless, we would like to say that clinical work experience for students is both essential and one of the most important aspects of their training as professionals. Longitudinal studies should therefore be performed in different areas and with large samples, to check this relationship.</p></span>" "pdfFichero" => "main.pdf" "tienePdf" => true "bibliografia" => array:2 [ "titulo" => "References" "seccion" => array:1 [ 0 => array:2 [ "identificador" => "bibs0005" "bibliografiaReferencia" => array:5 [ 0 => array:3 [ "identificador" => "bib0005" "etiqueta" => "1" "referencia" => array:1 [ 0 => array:2 [ "contribucion" => array:1 [ 0 => array:2 [ "titulo" => "Questionnaire to measure the participation of nursing professionals in mentoring students" "autores" => array:1 [ 0 => array:2 [ "etal" => true "autores" => array:6 [ 0 => "A. Cervera-Gasch" 1 => "L. Macia-Soler" 2 => "B. Torres-Manrique" 3 => "D. Mena-Tudela" 4 => "P. Salas-Medina" 5 => "M.I. 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Journal Information
Vol. 33. Issue 3.
Pages 245 (May - June 2023)
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Vol. 33. Issue 3.
Pages 245 (May - June 2023)
Letter to the Editor
Perception and satisfaction of nursing students with clinical practices
Percepción y satisfacción de los estudiantes de enfermería con las prácticas clínicas
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Francisco Miguel Escandell-Rico
, Lucia Pérez-Fernández
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Departamento de enfermería, Universidad de Alicante, Spain
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