Abstract
Belonging, or the need to feel wanted and connected, is vital to student learning (Levett-Jones, Lathlean, Higgins, & McMillan, 2009a). The presence or absence of a sense of belongingness within clinical placements of students enrolled in a Bachelor of Science in Nursing (BSN) program was examined. Gender, age, and level of program were examined for relationships with belongingness. A comparative, descriptive study was performed utilizing the Belongingness Scale Clinical Placement Experience (BES-CPE), a 34-item Likert scale questionnaire. The BES-CPE was disseminated via Qualtrics survey software to Level I, Level II, and Level III BSN students. There was no statistically significant relationship between the presence of belongingness and age, gender, and/or BSN level. Mean BES-CPE scores indicated that BSN students experience a moderate level of belongingness. Feeling accepted, welcomed, and competent were found to be important to BSN students. Findings of this study can be used to educate BSN faculty and clinical staff on the importance of facilitating a welcoming clinical environment for students.
Recommended Citation
LeBlanc, D. T. (2021). Belongingness in the Clinical Setting in Baccalaureate Nursing Students: A Comparative, Descriptive Study. Journal of Interprofessional Practice and Collaboration, 3(1). Retrieved from https://repository.ulm.edu/ojihp/vol3/iss1/4
