Learning is the lifelong process of transforming information and experience into knowledge, skills, behaviors and attitudes. It can occur as part of education, personal development or training. According to Hinchliff (1999), there are many factors that can give and influence the quality of learning such as students, teachers and environment. Meanwhile, the learning environment itself is the physical or virtual environment in which learning occurs. Hannafin, Land & Oliver (1999) described the learning environment as one that is typically constructivist in nature, involving students in “sense-making” or reasoning about a broad set of resources, including four context-enabling components , resources, a set of tools and scaffolding. This article will discuss the significance of my clinical area as a context for learning and how I myself, as a professional, can contribute to creating an effective learning environment. I am an intensive care nurse who has been working in the intensive care unit for almost seven years. I graduated from the local nursing school in 2002. At first I worked in a normal hospital department. A year later, I came to the ICU and earned my post-basic critical care certificate in 2006. I was drawn to ICU nursing because of the challenges and environment. Here in the intensive care unit my nursing skills and role continue to evolve. The ICU is very strategically located and on the second floor where immediate patient transport from all departments and wards is available. The unit has top-notch staff and equipment to provide quality patient care. The unit is divided into two adjacent clinical areas. Open plan area with ten beds and isolation room with two spa beds... in the center of the paper... in people's actions and feelings and can be a resource to help people improve their lives. Continuing student experiences in the practice area is important to creating a welcoming learning environment. This can be achieved through a regular daily program and group support involving staff, unit sisters, doctors and specialists with different levels of knowledge and experience. Finally, fostering a sense of community within the hospital and practice area is an essential element of a welcoming and supportive social climate. To conclude, this article has identified my clinical area as a learning context where it offers great learning opportunities although there are some limitations. Some recommendations to improve the quality of learning in the future have been highlighted.