Percepcija kliničkog okruženja za učenje praktične nastave učenika koji se obrazuju za zanimanje medicinska sestra/tehničar
Perception of the clinical environment for practical learning of students studying for the profession of nurse

Summary/Abstract: The clinical learning environment is a crucial component in the education of future nurses/technicians. Although practical training in the clinic is conducted in an almost identical setting for all students, the variation in achieved outcomes apart from numerous individual student characteristics is significantly influenced by the differing experiences students acquire during their clinical practice. This study employed a mixed-methods sequential explanatory design and aimed to examine students’ perceptions of key features of the clinical learning environment and to gain a deeper understanding of both its positive and negative aspects. The research was conducted in two phases. In the first phase, involving a sample of 134 third and fourth grade students studying to become nurses/technicians, it was found that students perceive various dimensions of the clinical learning environment differently. They rated clinical department management and principles of nursing care most positively, while identifying the pedagogical atmosphere in the clinic as the weakest aspect. In the second phase, 35 participants emphasized that the main features of clinical department management are the resourcefulness and creativity of the medical staff, along with strong collegial relationships. Furthermore, according to the students, nurses’ relationships with patients are aligned with the ethical principles of the healthcare profession. Negative experiences were most commonly associated with the pedagogical atmosphere in the clinic, particularly highlighting poor communication between nurses and students, and the frequent assignment of tasks with limited educational value. This research underscores the imperative of strengthening collaboration between educational and healthcare institutions, alongside the implementation of targeted professional development programs for nursing staff, with the aim of enhancing the quality of clinical education. As one of the pioneering studies of its kind in Bosnia and Herzegovina, it offers a significant contribution to the understanding and advancement of the clinical learning environment from the perspective of nursing students.The clinical learning environment is a crucial component in the education of future nurses/technicians. Although practical training in the clinic is conducted in an almost identical setting for all students, the variation in achieved outcomes apart from numerous individual student characteristics is significantly influenced by the differing experiences students acquire during their clinical practice. This study employed a mixed-methods sequential explanatory design and aimed to examine students’ perceptions of key features of the clinical learning environment and to gain a deeper understanding of both its positive and negative aspects. The research was conducted in two phases. In the first phase, involving a sample of 134 third and fourth grade students studying to become nurses/technicians, it was found that students perceive various dimensions of the clinical learning environment differently. They rated clinical department management and principles of nursing care most positively, while identifying the pedagogical atmosphere in the clinic as the weakest aspect. In the second phase, 35 participants emphasized that the main features of clinical department management are the resourcefulness and creativity of the medical staff, along with strong collegial relationships. Furthermore, according to the students, nurses’ relationships with patients are aligned with the ethical principles of the healthcare profession. Negative experiences were most commonly associated with the pedagogical atmosphere in the clinic, particularly highlighting poor communication between nurses and students, and the frequent assignment of tasks with limited educational value. This research underscores the imperative of strengthening collaboration between educational and healthcare institutions, alongside the implementation of targeted professional development programs for nursing staff, with the aim of enhancing the quality of clinical education. As one of the pioneering studies of its kind in Bosnia and Herzegovina, it offers a significant contribution to the understanding and advancement of the clinical learning environment from the perspective of nursing students.

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