The Impact on the Learning of Nursing Students in a Health Technology Integrated Clinical Learning Environment

: a Case Study

Abstract

This study explores the perception of nursing students using health technology during clinical training and examines the impact of health technology related to the Clinical Learning Environment (CLE). As there is an increasing demand for quality care from patients and the challenges posed by a high turnover rate of nurses, nurses struggle to work and adapt in this changeable setting. This study aims to develop an insight into an understanding of the CLE. It includes the perceptions of nursing students regarding health technology and the impact on their learning as nursing students. It uses a case study methodology, using a survey of the Clinical Learning Environment, Supervision and Nurse Teacher Scale (CLES+T) and interviews with nursing students, graduated nurses and academic university mentors. The study utilises the theoretical work of Kolb’s learning process, behaviourism and constructionism learning theories, and a facilitation/supervision model. Findings suggest that nursing students lack practice opportunities. Further, additional factors relate to issues of leaderships, ward atmosphere, supervisory relationships, learning opportunities, and nurse teachers interwoven in a health technology integrated setting. Nursing students specifically reflected on their concerns about health technology dependency and how this potentially limits their critical thinking skills. Further still, limitations to access password integrated health technology restricted students’ learning, their practice opportunities rely on a good supervisory relationship and a positive ward atmosphere. To some extent, students indicated that the managerial staff could shape the CLE and affect their learning opportunities regarding their supervision and mentoring. This study contributes to the emerging knowledge about the impact of health technology on the learning of nursing students in the clinical setting during training. It provides an understanding of the challenges posed by both health care providers and educational institutions who should coordinate more measures to facilitate students’ learning in the health technology integrated CLE. This study helps to address the issues related to health technology in clinical settings and its impact on the practice of nurses including academic staff which, in turn, affect students’ learning.

Date of Award	21 Mar 2023
Original language	English
Awarding Institution	University of Bristol
Supervisor	Navin Kikabhai (Supervisor) & Ioanna Bakopoulou (Supervisor)