What students really learn: contrasting medical and nursing students' experiences of the clinical learning environment
2015 (English)In: Advances in Health Sciences Education, ISSN 1382-4996, E-ISSN 1573-1677, Vol. 20, no 3, 765-779 p.Article in journal (Refereed) Published
This paper explores and contrasts undergraduate medical and nursing students' experiences of the clinical learning environment. Using a sociocultural perspective of learning and an interpretative approach, 15 in-depth interviews with medical and nursing students were analysed with content analysis. Students' experiences are described using a framework of 'before', 'during' and 'after' clinical placements. Three major themes emerged from the analysis, contrasting the medical and nursing students' experiences of the clinical learning environment: (1) expectations of the placement; (2) relationship with the supervisor; and (3) focus of learning. The findings offer an increased understanding of how medical and nursing students learn in the clinical setting; they also show that the clinical learning environment contributes to the socialisation process of students not only into their future profession, but also into their role as learners. Differences between the two professions should be taken into consideration when designing interprofessional learning activities. Also, the findings can be used as a tool for clinical supervisors in the reflection on how student learning in the clinical learning environment can be improved.
Place, publisher, year, edition, pages
2015. Vol. 20, no 3, 765-779 p.
Clinical learning environment, Content analysis, Sociocultural learning theory, Undergraduate medical education, Undergraduate nursing education, Workplace learning
Pedagogy Health Sciences
IdentifiersURN: urn:nbn:se:su:diva-109091DOI: 10.1007/s10459-014-9564-yISI: 000357644900014PubMedID: 25312745OAI: oai:DiVA.org:su-109091DiVA: diva2:786100