Evaluate the clinical learning environment of "Nursing the Childbearing Family" Course from the students' perspectives

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Abstract Simulation as an active pedagogical strategy helps students transfer their knowledge into technical skills and create rules through critical thinking. However, it needs a periodic evaluation from students' perspectives to be up to date with technology. Aim: To evaluate the clinical learning environment of the "Nursing the Childbearing Family" Course from the students' perspectives. Methods: Observational/ prospective design conducted at simulation labs of childbearing family course, school of nursing, Johns Hopkins University, Baltimore Maryland, USA. 62 masters/postgraduate students out of 73 (more than 80%) enrolled in the childbearing course (Spring/2017). The study included all students who agreed to participate in the study. Results: The majority of the study's standards indicators regarding students' clinical site, clinical instructor achieved successfully. The comparison between students' perspectives before and after receiving clinical training reflected a statistical significance difference at p<0.05. A significant relationship between the students’ perspective regarding the clinical site and clinical instructors P<0.001. Conclusion: The majority of students’ perspectives toward the four standards are positively high except some perspectives refers to the need for more details in some topics such as obstetric emergencies "breech position, amniotic fluid embolism" which confirmed that the audit for the clinical environment gives the students more confidence to go behind the course procedures and ask for more complicated conditions.

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