Cent Eur J Nurs Midw. X:X

Clinical learning environment, role of the teacher, learning in a clinical practicum, and associated educational factors as perceived by healthcare students: a quantitative cross-sectional study

Camilla Strandell-Laine1,2,3, Arja Suikkala2,4, Eliisa Löyttyniemi5, Leena Timonen6, Toni Haapa7,3
1 Novia University of Applied Sciences, Turku, Finland
2 University of Turku, Department of Nursing Science, Turku, Finland
3 Lovisenberg Diaconal University College, Oslo, Norway
4 Metropolia University of Applied Sciences, Helsinki, Finland
5 Department of Biostatistics, University of Turku and Turku University Hospital, Turku, Finland
6 Helsinki University and Helsinki University Hospital, Abdominal Center, Helsinki, Finland
7 Helsinki University and Helsinki University Hospital, Nursing Research Center, Helsinki, Finland

Aim: To explore the clinical learning environment (CLES), the role of the teacher (Tc2), and learning in a clinical practicum (LCP), and to explain the associated educational factors from healthcare students’ perspectives.

Design: A quantitative cross-sectional study.

Methods: An online survey comprising CLES, Tc2 and LCP scales, each of which was measured using a 10-point Likert scale, was used to collect data from 1133 healthcare students at the end of their clinical practicum in a university hospital district in Finland. The data were analyzed statistically using one-way ANOVA, Spearman correlation coefficients, and linear models.

Results: Students rated CLES (median 9.23) and LCP (median 9.13) the highest, and Tc2 (median 7.64) the lowest. Moderate positive correlations were found between CLES and Tc2 (rs = 0.438, p < 0.0001), as well as between CLES and LCP (rs = 0.625, p < 0.0001). The strongest positive correlation was found between the premises of learning and LCP. Additionally, significant positive associations were found between several educational factors and CLES, Tc2, and LCP.

Conclusion: The role of the teacher should be further explored to meet the expectations of healthcare students and better support their clinical learning. More objective measurements are needed to focus on the students’ achievement of intended learning outcomes that facilitate their transition from students to professionals.

Keywords: clinical learning, clinical learning environment, healthcare students, supervision, teachers

Received: February 8, 2025; Revised: November 20, 2025; Accepted: January 15, 2026; Prepublished online: January 22, 2026 

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