Nursing students’ perception of the clinical learning environment and its impact on academic adjustment: a cross-sectional descriptive study

Academic adjustment significantly influences the progress of nursing students. Understanding clinical education environments can profoundly affect students’ academic adjustment. This study aims to determine nursing students’ perception of the clinical learning environment and its relationship to academic adjustment.

In a cross-sectional descriptive study conducted at the Tabriz School of Nursing and Midwifery in northwestern Iran, 230 undergraduate and postgraduate nursing students were randomly selected to participate. Data were collected using demographic questionnaires, the Baker and Siryk Academic Adjustment Questionnaire, and the Undergraduate Clinical Education Environment Measure (UCEEM). Uni- and satandard multi-variable linear regression analyses were employed for data analysis.

The mean academic adjustment score was 99.19 ± 10.66 out of 168, indicating a moderate level. The mean perception score of the clinical education environment was 81.73 ± 14.24 out of 125. Standard multiple regression analysis revealed that students’ perception of the clinical education environment and their educational level were significant predictors of academic adjustment. Specifically, studying at the master’s level and having a positive perception of the clinical education environment were associated with higher academic adjustment scores (with coefficients of 0.219 and 0.195, respectively). These two variables accounted for 14% of the variance in academic adjustment scores (p < 0.001).

Recognizing a positive clinical education environment plays a crucial role in nursing students’ academic adjustment. Additional support may be necessary for undergraduate students. Educational administrators can enhance students’ academic adjustment by fostering a supportive and positive learning environment.