Clinical Learning Environment and Supervision: Satisfaction Levels of University of Rwanda Students

Abstract

Background Nursing and midwifery students need to learn theoretical knowledge and practical skills. Students are satisfied with a clinical education program when the environment is conducive to acquiring the knowledge, skills and professional attitude essential for their career. Objective To assess the level of satisfaction with the clinical learning environment among nursing and midwifery students at the University of Rwanda. Methods A descriptive cross-sectional study design was used to assess 280 undergraduate nursing and midwifery students. The study used the instrument entitled, the ‘Clinical Learning Environment Supervision and Nurse Teacher Tool’ (CLES+T). Data analysis used descriptive statistics. Results The majority of participants were highly satisfied with the clinical learning environment (58%), ward atmosphere (54%), the leadership of ward manager (58%) and supervisory relationship (62%). Chi-square results showed a significant association between class level (p=0.001) and last clinical placement (p=0.000). Some students (7%) were dissatisfied with the supervisory relationship. Conclusion Most nursing and midwifery students were satisfied with the clinical learning environment. However, the reported levels of dissatisfaction showed that improvements are needed to attain a quality education and meet the Sustainable Development Goal (SDG) Four: to ensure inclusive and equitable quality education and promote lifelong learning opportunities for all.