Nursing Students’ Perceptions of Clinical Experiences and Learning Acquisition During Clinical Clerkship

Abstract

Introduction: Clinical clerkship are a fundamental component of nursing education, as they promote the integration of theoretical and practical knowledge and the development of professional competencies. Objective: To describe the perceptions of nursing students at a private university in the Autonomous City of Buenos Aires regarding their experiences and learning during clinical clerkship. Method: A descriptive, quantitative, cross-sectional study. Ninety-one nursing students participated and completed a self-designed questionnaire consisting of 34 questions grouped into five dimensions (α=0,959). Descriptive analyses, between-group comparisons, and multiple linear regression were performed. Results: The overall perception was favorable (mean = 4.12; SD = 0.56). The dimensions “Faculty Support and Supervision” and “Pedagogical Conditions for Learning” had the highest and lowest mean scores, respectively. The items with the lowest scores related to the adequacy of time allocated to practical learning and emotional preparation for clinical practicums. Third-year students had higher scores in four dimensions and in the overall score. In the multivariate analysis, perceptions of experiences and pedagogical conditions were independently associated with the acquisition and integration of learning (p < 0.001 and p = 0.001, respectively). Conclusion: Student perceptions were favorable, although areas for improvement were identified regarding teaching conditions, the time available for learning, and emotional preparedness. Clinical experiences and teaching conditions were associated with the acquisition and integration of learning.