Importance Of Clinical Learning Environment

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Register to read the introduction… The results of such a process must also, on the whole, help to identify the assessed learning needs of student nurses so that beneficial amendments or modifications can be introduced by nursing educators.

The Commission on Higher Education (CHED) has prescribed the following RLE standards in this regard in Memorandum Order No. 30, Series of 2001, thus:

“Section 2. The Related Learning Experiences (RLE) are highly selected to develop competencies utilizing the nursing process in varying health situations. The following conditions must be observed:

a. There should be close correlation of theoretical knowledge to related learning experience. Classroom and RLE activities must be congruent.

b. Classroom and RLE is a continuous process. Faculty teaching in the classroom must continue to teach the students in their RLE.

c. Related learning experiences are organized around the objectives and competencies set for the course and all students must be able to achieve
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An additional benefit of this study was that the learning needs can eventually be separated by category, which included clinical problems, leadership skills, nursing interactions, the nursing process and professional issues. This categorization has implications for practice, as identification of specific categories of needs could assist educators in developing a comprehensive framework for a continuing education plan.

3.2. Assessment of Clinical Learning Environment

Research into the clinical learning environment has been conducted for the purpose of identifying factors (or issues) that contribute to and shape the clinical learning environment. A simple checklist was used for this purpose (see Annex “B”).

Issues that were commonly found to be associated with negative perceptions of the environment include:

1. Lack of clear objectives 2. Unrealistic expectations 3. Inadequate planning 4. Passive observation rather than active participation by learners 5. Inadequate supervision 6. Lack of

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