Lily Parm is a Chair of Nursing and Lecturer at Tallinn Health Care College, Estonia.  She has completed her MSc in Nursing, Faculty of Medicine, University of Tartu and Nurse Specialty Training (health education) at Tallinn Health College, Estonia.


Background: The learning environment affects the development of clinical skills and gives students an opportunity to apply the theory gained in practice. Students need a supportive learning environment. Studies results in 2007 Estonia revealed some problems in instruction and the learning environment satisfaction.

Aim: The aim was to describe the Tallinn Health College and Tartu Health College nursing students' assessment of the learning environment and supervision in clinical practice and to compare the results to a survey conducted in 2007.

Method: Data was collected in 2012 using the questionnaire of clinical learning environment and supervision instrument (CLES). The sample consists all nursing students from courses II and III from Tallinn and Tartu Health Colleges (n=302), who had undergone at least one of the clinical practices. The students` assessment was given on a 5-point Likert scale. Statistics analysis: SPSS 20.0, statistical descriptive statistics, χ2 test, t-test and Spearman correlation analysis were used.

Results & Conclusions: The biggest improvement in comparing the results of two surveys was in the clearness of department`s vision (t(446)=6.048, p<0.0001) and nursing documentation (t(445=2.369, p=0.019). The most highly evaluated was the supervision, which was based on mutual trust and the positive attitude of the individual mentor. The lowest levels were assessed for individual supervision experiences and assessing clinical learning environment. The most highly rated was the head nurse`s management style and the lowest rating was for the atmosphere of the department. Compared with 2007 and 2012 results of the research, there was an increase in satisfaction with clinical practice.