Perspectives held by faculty and students regarding clinical learning environments in United States and Japanese baccalaureate nursing programs

Hosoda, Yasuko

Monday, 18 November 2013

Yasuko Hosoda, RN, PhD
School of Nursing, Osaka Prefecture University, Habikino, Japan
Mayumi Negishi, RN, BS, MPH
School of Nursing, Oregon Health & Science University, Portland, OR
Paula Gubrud-Howe, RN, EdD, FAAN
School of Nursing, Oregon Health & Sciences University, Portland, OR

Learning Objective 1: The learner will be able to identify faculty and students’ perceptions of clinical learning environments and describe the effects on learning in US and Japan.

Learning Objective 2: The learner will be able to use the implications of the study to enhance patient care and enrich clinical learning environments for nursing students.

Aim: To elucidate the perspectives held by faculty and students in United States (US) and Japanese baccalaureate nursing programs regarding the effects of clinical learning environments (CLEs) on learning.

Background: A CLE is conceptualized as a setting for experiential learning in nursing practice that can promote the development of students’ problem-solving ability. It is important that faculty and students as stakeholders participate in designing CLEs.

Methods: Semi-structured interviews were conducted with 20 faculty in charge of practicums and 20 students from each country and covered CLEs perceived to have desirable/undesirable effects on student learning. The interview data were classified into country-by-position groups. Clustering was used to examine relationships between concepts extracted from the interview data using Text Analytics, IBM SPSS Modeler Premium.

Outcomes: The respective clusters of Japanese faculty and students were likely to show more external links between concepts in separated clusters than those of the US faculty and students. The linkage of concepts showed a similar relationship of the “student” clusters between the US and Japanese faculty. However, clusters with the same name or synonyms showed different relationships of concepts between the two groups of students.

Implications: The relationships between concepts may be influenced by the Japanese complex perceptions about CLEs. The US and Japanese perspectives of CLEs may influence the similarities and differences of the links between concepts in the clusters. Building international partnerships will facilitate the design of optimum CLE and clinical education initiatives that enhance patient care and prepare students with the competencies needed in increasingly global practice environments.

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