Many new colleges meant more and heavier responsibilities for the nursing education. It is a globally known fact that nursing education itself has complications internally and is experiencing significant changes since the mid 1980s. Malaysia is therefore no exception. (I don’t 8nderstand this sentence) As what had been stated by Nafsiah (2006), in most parts of the world, nursing education has progressed to higher education and it was inevitable that nursing education in Malaysia would head in the same direction in order to ensure that nursing graduates are prepared to work in the fast-changing healthcare system where expectations in terms of quality and productivity are ever higher.
The change including transfer of undergraduate preparations from hospital based programme to more formal learning in the tertiary sector and later growth in postgraduate degrees and clinical specialization. Spouse (2001) said evidence suggested that behaviorist educational approaches grounded in traditional apprenticeships models are incongruent with evidence-based practice and may not conform to ‘best’ practices anymore.
Birchenall (1999) suggests that learning and teaching within the traditional university classroom would diminish to give way to teaching in the practice setting. Regardless of programme changes, the clinical learning environment remains the single most important resource in the development of competent, capable, caring nurses (Ousey, 2000).