Clinical skills acquisition is an essential part of nurse training. However, the clinical learning environment could influence the acquisition of clinical skills. This report’s objective is to explore factors influencing student nurses’ learning during clinical practice and develop guidelines for learning enhancement.
Student nurses’ clinical learning is a vital component of nursing education, taking place in the clinical setting. Learning in the clinical setting could be influenced by many factors. Literature shows that inadequate faculty members and preceptors to direct learning could influence learning. Besides, workload, lack of role clarity, lack of knowledge among lecturers, and preceptors impact students’ clinical learning.
Across the globe, researchers have also found that insufficient qualification of nursing lecturers and unsupportive learning environments influence clinical learning badly. A study showed that psychosocial factors affect students’ clinical learning. Besides, the preceptorship, support from clinical staff, the ratio of preceptors to students, quality of the preclinical conference, and type of interpersonal relationships students had with clinical staff and preceptors had a great impact on their clinical learning.
Identifying factors influencing nursing students’ clinical learning environment can, therefore, improve training and enhance the quality of planning and training. However, little is known about factors influencing nursing students’ clinical learning in Zambia. We often heard and observed student nurses expressing concerns and dissatisfaction about clinical learning experiences. This report is built upon a study conducted among nursing students at Rusangu University during their clinical learning. Texila American University is one of the best nursing schools in Zambia. With all the preventive measures and proper program alignment, it offers a nursing course in Zambia by providing quality nursing education by eliminating all the external factors that affect students learning.
