The impact of proactive personality and clinical learning environment on nursing college students’ perceived employability

2021 ◽  
Vol 56 ◽  
pp. 103213
Author(s):  
Yin Ma ◽  
Yun Yue ◽  
Liqi Hou
Keyword(s):  
College Students ◽  
Learning Environment ◽  
Proactive Personality ◽  
Clinical Learning ◽  
Clinical Learning Environment ◽  
Perceived Employability ◽  
Nursing College ◽  
The Impact

scholarly journals The Impact of Video Laryngoscopy on the Clinical Learning Environment of Emergency Medicine Residents: A Report of 14,313 Intubations

2019 ◽  
Vol 3 (2) ◽  
pp. 156-162 ◽  
Author(s):  
Derek L. Monette ◽  
Calvin A. Brown ◽  
Justin L. Benoit ◽  
Jason T. McMullan ◽  
Steven C. Carleton ◽  
...  
Keyword(s):  
Emergency Medicine ◽  
Learning Environment ◽  
Video Laryngoscopy ◽  
Clinical Learning ◽  
Clinical Learning Environment ◽  
The Impact

scholarly journals CEO-CLER Innovation Grants Program: Empowering Residents as Clinical Learning Environment Change Agents

2019 ◽  
Vol 11 (1) ◽  
pp. 72-78
Author(s):  
Maren Batalden ◽  
Carolyn Fisher ◽  
Richard Pels ◽  
Elizabeth Gaufberg
Keyword(s):  
Learning Environment ◽  
Project Success ◽  
Chief Executive ◽  
Clinical Learning ◽  
Program Structure ◽  
Clinical Learning Environment ◽  
Environment Change ◽  
Change Projects ◽  
The Impact ◽  
Program Acceptability

ABSTRACT Background  Many efforts over the past decade have focused on developing quality improvement and safety curricula for residents. Sponsoring institutions have encountered challenges aligning resident projects with institutional quality and safety priorities, engaging faculty mentors, and securing support for resident initiatives from executive leadership. Objective  We developed a small grants program to support resident-led change projects intended to improve the clinical learning environment. We assessed program acceptability to residents and faculty, impact of program structure in supporting successful change projects, and program feasibility and financial sustainability. Methods  Program acceptability was assessed through a review of resident participation. Three aspects of resident change project success were considered: (1) accomplishment of stated aims; (2) institutional change beyond the end of grant funding; and (3) academic publication or presentation. The impact of program structure on project success was assessed through a review of submitted end-of-year narrative reports. Results  The Award Selection Committee has given 41 awards to 44 residents over 4 years, engaging 21% (44 of 213) of residents. Seventy-one percent of projects (29 of 41) produced changes that continued beyond the grant year, and 46% (19 of 41) produced an academic publication or presentation. At the end of the grant period that funded the program's initial 3 years, the chief executive officer elected to continue program funding. Conclusions  A small grants program supporting resident-led change projects intended to improve the clinical learning environment is acceptable to residents and faculty, feasible to administer, and sustainable with support from institutional senior leaders.

scholarly journals The Importance of Interprofessional Practice in Family Medicine Residency Education

2021 ◽  
Author(s):  
Christine Arenson ◽  
Barbara Fifield Brandt
Keyword(s):  
Health Care ◽  
Family Medicine ◽  
Learning Environment ◽  
Interprofessional Education ◽  
World Health ◽  
Clinical Learning ◽  
Interprofessional Practice ◽  
Clinical Learning Environment ◽  
Virtual Teaming ◽  
The Impact

The practice of family medicine is undergoing rapid transformation, with increasing recognition that family physicians can most effectively meet the needs of individual patients and populations within the context of highly effective interprofessional teams. A substantive evidence base exists to support effective workplace learning by practicing health care teams and learners, much of which has been developed in primary care teaching practices. A strong national consensus now emphasizes the importance of the interprofessional clinical learning environment, including in graduate medical education. Evidence for the impact of improved team function on quadruple aim outcomes is increasingly robust. The World Health Organization, Interprofessional Education Consortium, National Collaborative for Improving the Clinical Learning Environment, and National Center for Interprofessional Practice and Education have developed evidence-based approaches and tools for improving interprofessional collaboration to improve important health outcomes in the clinical learning environment. Embracing the practice as the curriculum and preparing our residency graduates to work within high-functioning interprofessional collaborative practice teams, family medicine has the opportunity to lead the way in demonstrating the value of effective interprofessional practice across health care settings, including virtual teaming, to improve the health of the communities we serve, and across the nation.

Cultivating critical thinking in the clinical learning environment

2000 ◽  
Vol 64 (8) ◽  
pp. 610-615 ◽  
Author(s):  
LS Behar-Horenstein ◽  
TA Dolan ◽  
FJ Courts ◽  
GS Mitchell
Keyword(s):  
Critical Thinking ◽  
Learning Environment ◽  
Clinical Learning ◽  
Clinical Learning Environment

scholarly journals Psychometric properities of the Polish version of clinical learning environment inventory

BMC Nursing ◽  
2021 ◽  
Vol 20 (1) ◽  
Author(s):  
Iwona Bodys-Cupak
Keyword(s):  
Learning Environment ◽  
Learning Process ◽  
Self Efficacy ◽  
Discriminant Validity ◽  
Clinical Placement ◽  
Clinical Learning ◽  
Clinical Learning Environment ◽  
Cronbach’S Alpha ◽  
Life Orientation Test ◽  
Cronbach's Alpha

Abstract Background Clinical experience is a crucial activity for nursing students. The way students` perceive clinical placement exerts an immense influence on the learning process. This study aims to test the psychometric properties of a 19-item version of the Clinical Learning Environment Inventory under Polish clinical conditions. Method For this study, Discriminant validity and Cronbach’s alpha reliabilities were computed. In order to measure content validity, the criterion validity Generalized Self Efficacy Scale and the Life Orientation Test - Revised were used. Results Cronbach’s Alpha for the Clinical Facilitator Support of Learning Scale and the Satisfaction with Clinical Placement scale is 0.949 and 0.901, respectively. The Spearman’s rank correlation coefficient indicates the existence of a positive correlation between the students’ satisfaction with clinical placement and their [overall] life optimism. Age correlates negatively with perceived teacher support and positively with satisfaction with clinical placement. The sense of self-efficacy correlates negatively with their satisfaction with clinical placement. Clinical Learning Environment Inventory − 19 could be a useful tool to evaluate the quality of the clinical learning process in Polish conditions.

scholarly journals Psychometric properties of the Norwegian version of the clinical learning environment comparison survey

Nursing Open ◽  
2020 ◽  
Author(s):  
Camilla Olaussen ◽  
Lars‐Petter Jelsness‐Jørgensen ◽  
Christine Raaen Tvedt ◽  
Dag Hofoss ◽  
Ingunn Aase ◽  
...  
Keyword(s):  
Learning Environment ◽  
Psychometric Properties ◽  
Clinical Learning ◽  
Clinical Learning Environment ◽  
Norwegian Version
Sign in / Sign up

Export Citation Format

Share Document