Mastery of the basic competences in the clinical practicum is pivotal in undergraduate healthcare education. Clinical learning is also a lifelong process. Each workplace transition from one clinical setting to another involves a new clinical learning cycle for the health professional and the same holds for every change in healthcare practices during the professional career. Clinical learning is not only a question of mastering clinical competences but also one of mastering such competences within an organizational environment. This process involves many variables at the individual, group, and organizational levels. All three levels contribute to define the organizational environment and determine whether clinical learning will be effective or not in the real-life context. Thus, the organizational climate has a profound effect on students’ clinical learning experience. In this chapter, clinical learning is explored as an organizational variable and from a psychosocial perspective.
|Title of host publication||The CLES-Scale: An Evaluation Tool for Healthcare Education|
|Editors||Mikko Saarikoski, Camilla Strandell-Laine|
|Place of Publication||Cham, Switzerland|
|ISBN (Print)||9783319876047, 9783319636481|
|Publication status||Published - 2018|