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Abstract
Background: The clinical learning environment is a complex social entity that influences student learning outcomes in the clinical setting. So that the exploration of that environment gives insight into the educational functioning of the clinical areas and allows nurse teachers to enhance students’ opportunities for learning. Aim: The current study seeks to assess quality of clinical learning environment of a baccalaureate nursing students at Cairo University hospitals from students, clinical instructors’ and nursing personnel perspectives. Design: A descriptive research design was utilized. The study was carried out at EL-Manial University Hospital according to the clinical training practicum plan for the year of 2013-2014. Sample: Convenient samples of (152) students who enrolled to the second year of nursing faculty, (17) clinical Instructors who supervise, guide and facilitate the students’ training and (10) unit managers of students’ clinical settings. Tools: A developed tools namely structured questionnaire related to quality of clinical learning environment consisted of two parts as follow: The first part concerned with socio-demographic data and the second part concerned with quality of clinical learning environment dimensions and the second tool was observational checklist. Results: The current study showed that unacceptable quality of CLE as perceived by faculty students and their facultyclinical instructors regarding all clinical learning environment’ dimensions, on the opposite, high quality level of CLE as perceived by nursing personnel regarding all clinical learning dimensions except the adninistrative dimension was unacceptable in agreement with students and clinical instructors. Recommendations: The study recommended that proper selection of clinical settings that managed by an experienced and role model nurses as well as there is a need for collaboration between service organization and education organization represented by faculty of nursing in the form of shared committee for coordination of different clinical plans for different organizations to overcome crowdedness and to improve quality of clinical learning environment to be conducive to learning.