STUDENT EVALUATION OF CLINICAL EDUCATION ENVIRONMENT

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and intellectuality of the environment. The system maintenance and system change dimension includes organization, rule clarity, teacher control, and innovation in the environment. Most formal education at elementary and secondary school levels takes place within the traditional classroom setting. Aside from a few field trips and secondary school vocational training programs or science lab classes, the learning environment consists of a traditional classroom structure. In contrast, at the post secondary level, the learning environment may include multiple experiences or even entire courses in applied learning settings. For instance, in the area of nursing, students must complete a number of courses that involve experiences in the clinical nursing environment. The same is true for most university students in professional or technical programs. Although the traditional classroom may include authentic activities that reflect activities of real life and practice in the context in which learning will be put to use, there are several differences between the applied or experiential learning environment and the traditional classroom setting (Resnick, 1987). Traditional school learning generally revolves around individual effort, pure thought activities (often without the support of references and tools), symbolic rather than tangible manipulation of objects, and generalized competencies. In contrast, learning outside the school setting involves shared cognition, tool use in cognition, contextual reasoning, and situation specific competencies (Resnick, 1987). The traditional classroom setting is self-contained and the instructor can monitor all students at one time. Students generally work on similar tasks and the teacher has a significant amount of control over the physical and social learning environment. Interactions occur between students and their peers as well as between students and teacher. In contrast, the instructor has much less control over the environment in the applied learning setting. Students may be working on the 2
development of different skills and they are often not within direct view of the instructor. It is also the case that instructor assistance may not be immediately available to the students. In the applied learning setting, students interact with several other people in addition to their peers and the instructor. Professionals in the applied setting often serve as mentors for students, but may have little formal instruction in mentoring or in creating an environment conducive to student learning. These additional variables inherent in an applied learning setting further highlight the importance of assuring the adequacy of the environment in these learning situations. The clinical nursing education context is a prime example of an applied learning setting. Undergraduate education in nursing provides a foundation for nursing practice in a variety of settings with clients in all stages of the lifespan. The clinical component of nursing education is critical to the overall curriculum, as it provides realistic experiences and allows learners to “apply knowledge to practice, to develop problem solving and decision making skills, and to practice responsibility for their own actions” (Reilly & Oermann, 1992, p. 115). Although typical baccalaureate nursing students spend between eight and sixteen hours per week in a clinical learning environment (Polifroni, Packard, & Shah, 1995), the mere passage of time in the clinical environment does not itself ensure clinical competence (Scheetz, 1989) or a positive clinical experience. A number of variables, including student, faculty, resource staff, and clinical environment factors interact to contribute to student learning outcomes. In order to ensure that students experience a clinical education environment that supports learning, the factors impacting learning in that context must be identified and evaluated. Standard III of The American Association of Colleges of Nursing’s Standards for Accreditation of Baccalaureate and Graduate Nursing Programs (1997) states that the environment for teaching, learning, and 3
Page 1 and 2: STUDENT EVALUATION OF CLINICAL EDUC
Page 3 and 4: significant for any of the four sca
Page 5 and 6: Table of Contents List of Tables vi
Page 7 and 8: Tables List of Tables 1. Identifica
Page 9: Student Evaluation of Clinical Educ
Page 13 and 14: Examples of applied learning enviro
Page 15 and 16: hear about a topic, but must contac
Page 17 and 18: with others and participation in a
Page 19 and 20: ideal applied learning environment
Page 21 and 22: contingencies present in the learni
Page 23 and 24: that many aspects of the clinical e
Page 25 and 26: The second instrument-based clinica
Page 27 and 28: Empirical Investigations of the Tra
Page 29 and 30: etween 18 and 31% of variance in sc
Page 31 and 32: .32 for the student actual form and
Page 33 and 34: significantly differentiated betwee
Page 35 and 36: were lower than preferred scores fo
Page 37 and 38: Table 1. Identification and Frequen
Page 39 and 40: Although the above-mentioned learni
Page 41 and 42: The original two-page SECEE instrum
Page 43 and 44: espondents. Analysis of item respon
Page 45 and 46: sites having few respondents. If in
Page 47 and 48: Chapter 3 Methods The following sec
Page 49 and 50: added, based on the applied cogniti
Page 51 and 52: Limiting the number of items while
Page 53 and 54: clinical sites, for the purposes of
Page 55 and 56: Descriptive Analysis Data from the
Page 57 and 58: Study participants responded “can
Page 59 and 60: Table 2 SECEE Inventory Forced-choi
Page 61 and 62:
Item 22. Students helped each other
Page 63 and 64:
Table 3 Scale Means and Standard De
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sites more favorably (M = 11.81) th
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Table 6 Reliability Coefficients fo
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assists in reducing the confounding
Page 71 and 72:
Table 8 ANOVA Results, Student Leve
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Table 10 Scale Score Means and Stan
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Sophomore SMA students rated the Le
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Support at site group 5 more positi
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Table 12 Scale Score Means and Stan
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SMA 14 n = 7 Site Group Comm. / 17
Page 83 and 84:
Analysis of Narrative Inventory Dat
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Analysis of the narrative student c
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Student comments reflecting scaled
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Table 17 Frequencies of Student Res
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Table 18 Frequencies of Student Res
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Chapter 5 Discussion and Conclusion
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their own clients as a hindrance to
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the Department Atmosphere scale, an
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end of semester perception of the l
Page 101 and 102:
minimal grouping of sites was requi
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the instrument, the investigator fe
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also may have averted a higher inci
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number of students reporting that n
Page 109 and 110:
6. Add a fifth response item to the
Page 111 and 112:
with individual patients, and are a
Page 113 and 114:
separately at each item pertaining
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Conclusion The applied learning asp
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References American Association of
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Fraser, B. J. & O’Brien, P. O. (1
Page 121 and 122:
Reilly, D. E. & Oerman, M. H. (1992
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Appendix A Original SECEE Instrumen
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Key: 1 = very seldom 2 = sometimes
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Inventory Scale Item Number Communi
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Appendix C Revised SECEE Instrument
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Key: 1 = Strongly Agree 2 = Agree 3
Page 133 and 134:
Key: 1 = Strongly Agree 2 = Agree 3
Page 135 and 136:
Table of Specifications for Student
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Appendix E 129
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Appendix F 131
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KARI SAND-JECKLIN 2003 White Oak Dr
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Staff Nurse: employed part-time at
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STUDENT EVALUATION OF CLINICAL EDUCATION ENVIRONMENT

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