STUDENT EVALUATION OF CLINICAL EDUCATION ENVIRONMENT

outcomes in the traditional classroom setting (Henderson, Fisher, & Fraser, 1995), but this
relationship has not been demonstrated in the applied learning (clinical) setting. Often, expected
clinical learning outcomes are not operationally defined and are difficult to measure. Detailed
clinical learning objectives would be necessary for each clinical rotation within a nursing
program, in order to make objective determinations about whether individual students have met
learning outcomes, and prior to making any comparisons between learning outcomes and student
perceptions of the clinical education environment. This area of research would demand
considerable time and energy, but the results would certainly make a contribution to knowledge
about the applied learning environment.
Another factor in the applied learning environment that has not been directly addressed
through the current research relates to how the students themselves impact learning in the clinical
environment. Student variables such as motivation, preparation for clinical sessions, and
assertiveness in gaining opportunities for skill development undoubtedly impact learning
outcomes, but these factors have not been studied in the applied setting. In order to achieve a
full picture of learning in the clinical setting, these variables will also have to be considered.
It may also be beneficial to compare student perceptions of the clinical education
environment with faculty perceptions of the same environment. The SECEE inventory could be
written in a third person format for use with nursing faculty. Research has indicated that faculty
often perceive the traditional classroom environment more positively than do students (Fraser &
Fisher, 1982; Raviv, Raviv, & Reisel, 1990). However, these comparisons have not been made
in the applied clinical education setting.
106