Do supportive clinical learning environments foster caring behaviors? evidence from undergraduate nursing students

Aim This Research analyzed the satisfaction of undergraduate nursing students with their Clinical Learning Environment (CLE) and how it correlates with their caring behaviors on dimensions of assurance, knowledge and skill, respect, and connectedness. It also aimed to determine which factors of the CLE most significantly empower nursing students in developing their competence in caring. Methods A descriptive-correlational design was used with undergraduate nursing students from different clinical placement sites. The CLEI (Clinical Learning Environment Inventory) and CBI (Caring Behavior Inventory) were used to gather information. CLE dimensions and caring behaviors were examined using descriptive statistics, which summarized satisfaction levels and caring behaviors, as well as Pearson correlation analysis. Results Overall, there were high satisfaction levels with the clinical learning environment (M = 2.98, SD = 0.357). Regarding satisfaction with the environment, students viewed personalization, involvement, and task orientation most favorably, while innovation and individualization were viewed with moderate satisfaction. Caring behaviors were rated as excellent across the domains (M = 5.44, SD = 0.550), indicating strong assurance, knowledge, and skill, respectfulness, and connectedness. Pearson correlation analysis showed positive weak to moderate associations with all CLE dimensions and caring behaviors, the strongest correlations being with the dimensions of student involvement (r = .317, p < .001) and task orientation (r = .268, p < .001). Conclusion The clinical learning environment is of primary importance in enhancing the caring behaviors of undergraduate nursing students. It can be concluded that the emotionally supportive and the organized and engaging structures of clinical environments activate the caring traits of nursing students. By promoting personalization, active involvement, organized task orientation, and innovative approaches to teaching, students’ clinical practice is strengthened with compassion.