Effect of stress and satisfaction of nursing students on clinical learning perception during clinical practice

Effect of Stress and Satisfaction of Nursing Students on Clinical Learning Perception During Clinical Practice Objective: The object of this study is to investigate the effects of stress and satisfaction of nursing students on clinical learning perception during clinical practice education. Method: This is a descriptive research. The study was conducted between 1 February and 30 March 2019 with 182 volunteer nursing students studying at a faculty of health sciences. The study was approved by the Clinical Research Ethics committee of a university.Nursing1stgrade students were not included in the sample as they had not a clinical practice yet. Data were collected by using a student information form, Nursing Education Stress Scale (NESS), Clinical Learning Climate Scale (CLCS) and Student Satisfaction Scale (SSS).For data analysis, score, percentage distribution and arithmetic mean were used. The correlation and effect between the scales were analyzed using Pearson Correlation Analysis and Regression Model by SPSS for Windows package program, version 18.0. Results: 86.3% of the students were female and 13.7% were male students, and it was determined that 27.5% of the students were 2ndgrade, 35.2% were 3rdgrade and 37.4% were 4thgrade. The total score average of nursing education stress scale was 58 ± 13.357 and the educational stress level of the students was moderate. The average score of Clinical Learning Climate Perception scale is 114.456 ± 19.233 and it is at the level of "learning climate that needs to be improved." The total score average of the student satisfaction scale is 164.967 ± 34.272.There was no statistically significant correlation between Nursing Education Stress Scale, Clinical Learning climate scale and Student Satisfaction Scale (r = 0.088, r = 0.134; p> 0.01).There was a positive and moderate correlation between Student Satisfaction Scale and Clinical Learning Climate Scale (r = 0.581; p <0.01). It was seen that the "clinic environment" had the highest positive effect on the clinical learning perception of the students (r= 0.951; p<0.01), while the "quality of the education", "scientific art activities", "school management", and "instructors" had the highest effect on the clinical practice satisfaction of the students (0.810