The CLES-Scale: An Evaluation Tool for Healthcare Education by Mikko Saarikoski & Camilla Strandell-Laine

Author:Mikko Saarikoski & Camilla Strandell-Laine
Language: eng
Format: epub
Publisher: Springer International Publishing, Cham

6.3.3 The Organizational Level of Clinical Learning

Each individual is embedded in a group and every group is part of a wider organization. It is necessary to consider how these levels interact in order to improve individual-group-organization fit.

When a worker’s goals and values are aligned with those of the organization, that worker is likely to and have an intention to remain in, and thus be retained by the organization (Tomietto et al. 2013b). Value fit is an important variable in assessing work life (Leiter and Maslach 2004). Specifically, when personal and organizational values are congruent, organizational outcomes and individual well-being are improved. On a social constructionist view of clinical learning, undergraduate students attend their clinical placements within a specific organizational culture and its values, meaning that their learning is based on shared values and practices (Egan and Jaye 2009). In clinical learning, students’ learning experiences are perceived as group-level experiences and as embedded in the organization (Tomietto et al. 2014). Undergraduate students perceive the organizational culture as value oriented (or not) to clinical learning and mentorship, and this perception results in an effective (or not) clinical learning experience.

This is important because it reveals the central role healthcare organizations have in shaping students’ clinical learning and, ultimately, their professional identity. From a managerial viewpoint, it is important to create a mentorship-oriented culture in which student supervision is a shared value across the organization as well as in each ward: mentorship education should be implemented among students’ mentors, while organizational models of group supervision could be useful in promoting a team attitude fostering students’ clinical learning.

In summary, when students perceive alignment between their own and the organization’s values, they develop a higher motivation to learn and to adjust in their clinical placement. It is important that ward managers set groups a clear value orientation and that these values are in line both with the organization’s goals and with professional values. Undergraduate students, through clinical learning, need to find confirmation of their expectations and values in the organizational real world and in real-world professional role models.

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