ABSTRACT

This study aimed to assess the Chinese Nursing interns’ clinical learning environment, extent of learning engagement as well as their Clinical learning competencies in China. A mixed-method research design was employed, incorporating descriptive and correlational quantitative approaches as well as thematic qualitative analysis. Through stratified random sampling, a total of 282 third-year nursing interns from Yongzhou Vocational and Technical College participated in the study. Data were collected using validated questionnaires and interview guides. Results indicated that the overall clinical learning environment was favorable, with high scores in team culture and interpersonal relationships. Learning engagement was moderate, with an emphasis on motivation and focus. Clinical nursing competencies, including patient assessment and nursing interventions, were rated as high. Statistical analysis revealed no significant joint effect of the clinical learning environment and learning engagement on clinical nursing competencies. The study highlights the importance of a supportive clinical learning environment and active learning engagement in fostering the professional growth of nursing interns. It also proposes actionable strategies to enhance nursing education and practice.

Keywords: Clinical learning environment, clinical nursing competencies, learning engagement
https://doi.org/10.57180/ignm3751