From Classroom to Clinical: Unveiling Nursing Students’ Learning Experiences in Training

Jheffany Yazid, Nurul Najwa Asyikin Puad, Nur Fariza Abdul Razak, Nur Izzati Azhar, Fatin Nabila Zaharin and Nur Dina Maisarah Mohd Zaki
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Jheffany Yazid: ILKKM Kubang Kerian (Nursing), Ministry of Health, Kota Bahru, Kelantan, Malaysia
Nurul Najwa Asyikin Puad: ILKKM Kubang Kerian (Nursing), Ministry of Health, Kota Bahru, Kelantan, Malaysia
Nur Fariza Abdul Razak: ILKKM Kubang Kerian (Nursing), Ministry of Health, Kota Bahru, Kelantan, Malaysia
Nur Izzati Azhar: ILKKM Kubang Kerian (Nursing), Ministry of Health, Kota Bahru, Kelantan, Malaysia
Fatin Nabila Zaharin: ILKKM Kubang Kerian (Nursing), Ministry of Health, Kota Bahru, Kelantan, Malaysia
Nur Dina Maisarah Mohd Zaki: ILKKM Kubang Kerian (Nursing), Ministry of Health, Kota Bahru, Kelantan, Malaysia

International Journal of Research and Innovation in Applied Science, 2025, vol. 10, issue 4, 210-217

Abstract: The transition from classroom-based learning to clinical training is a critical phase in nursing education, requiring students to apply theoretical knowledge in real-world clinical settings. Objective: This study aims to assess nursing students’ satisfaction with their clinical learning environment using the Clinical Learning Environment, Supervision, and Nurse Teacher (CLES+T) framework. Methods: A quantitative cross-sectional study was conducted among 291 diploma nursing students (Semester 2 to 6) at a Malaysian nursing institution. A universal sampling method was employed. Data were collected via an online survey using the CLES+T questionnaire (34 items, 5-point Likert scale). Statistical analysis, including descriptive analysis was performed using SPSS Version 27. Results: Most participants were from Semester 3 (45.7%), predominantly female (79.4%), with a mean age of 22.66 years (SD = 1.86). High satisfaction was reported across all CLES+T subscales, particularly for the role of nurse educators (95.9%, mean = 4.61), supervisory relationships (94.2%, mean = 4.57), and ward managers’ leadership (94.8%, mean = 4.58). The pedagogical atmosphere had the highest dissatisfaction rate (7.2%). Conclusion: Nursing students generally expressed high satisfaction with their clinical learning environment, emphasizing the importance of structured supervision, leadership, and nurse educators’ roles. However, improvements are needed in pedagogical climate and clinical communication to further enhance the learning experience.

Date: 2025
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