STUDENT EVALUATION OF CLINICAL EDUCATION ENVIRONMENT

which they were enrolled, according to their academic level, and according to clinical site group.
The majority of issues raised by students in response to open-ended questions had already been
addressed by the forced-choice portion of the inventory. Recommendations were made for
revision of the instrument to include other issues raised by students as well as to remove items
that were either too general or that did not correlate well with other items in the inventory.
Recommendations were also made to reduce the incidence of missing demographic data and to
improve the ease of scoring the inventory. Implementation of these recommendations together
with those for repositioning some items within-scales should improve both the reliability of the
instrument and the ease of scoring and interpretation of data. Following revisions and testing, the
instrument will even more closely reflect student perceptions of their clinical learning
environment.
The goal for the development of an instrument to measure student perceptions of their
clinical learning environments is to provide accurate information to nursing faculty and
administrators about the quality of the learning environment at all clinical sites used by a nursing
program. Data from the SECEE inventory could be used together with other information to
make decisions about taking action to improve the clinical learning environment and to monitor
the success of actions taken, in terms of both the quality of the learning environment and student
learning outcomes.
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