STUDENT EVALUATION OF CLINICAL EDUCATION ENVIRONMENT

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Dunn, S. V. & Burnett, P. (1995). The development of a clinical learning environment scale. Journal of Advanced Nursing, 22, 1166-1173. Entwistle, N. & Tait, T. (1995). Approaches to study and perceptions of the learning environment across disciplines. New Directions for Teaching and Learning, 64, 93-103. Farrell, G. A. & Coombes, L. (1994). Student nurse appraisal of placement (SNAP): an attempt to provide objective measures of the learning environment based on qualitative and quantitative evaluations. Nurse Education Today, 14, 331-336. Fisher, D. L. & Fraser, B. J. (1981). Validity and use of the my class inventory. Science Education, 65, 145-156. Fraser, B. J. (1982). Development of short forms of several classroom environment scales. Journal of Educational Measurement, 19, 221-227. Fraser, B. J. (1983) Managing positive classroom environments. In B. J. Fraser (Ed.) Classroom management. Bentley, Australia: Western Australian Institute of Technology. P.36- 47. Fraser, B. J. (1991). Validity and the use of classroom environment instruments. Journal of Classroom Interaction, 26 (2), 5-11. Fraser, B. J., Anderson, G. J., & Walberg, H. J. (1982). Assessment of learning environments: Manual for learning environment inventory (LEI) and my class inventory (MCI) (3 rd ed.). Perth, Australia: Western Australian Institute of Technology. Fraser, B. J. & Fisher, D. L. (1982a). Effects of classroom psychosocial environment on student learning, British Journal of Educational Psychology, 52, 374-377. Fraser, B. J. & Fisher, D. L. (1982b). Predicting students’ outcomes from their perceptions of classroom psychosocial environment. American Educational Research Journal, 19, 498-518. Fraser, B. J. & Fisher, D. L. (1983). Assessment of Classroom Psychosocial Environment: Workshop manual. Bentley, Australia: Western Australian Institute of Technology. pp. 2-68. Fraser, B. J. & Fisher, D. L. (1986). Using short forms of classroom climate instruments to assess and improve classroom psychosocial environment. Journal of Research in Science Teaching, 23, 387-413. Fraser, B.J., Giddings, G. J., & McRobbie, C. J. (1991). Science laboratory classroom environments: A cross-national perspective. Paper presented at the annual meeting of the American Educational Research Association, Chicago. 110
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STUDENT EVALUATION OF CLINICAL EDUC
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significant for any of the four sca
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Table of Contents List of Tables vi
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Tables List of Tables 1. Identifica
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Student Evaluation of Clinical Educ
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development of different skills and
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Examples of applied learning enviro
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hear about a topic, but must contac
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with others and participation in a
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ideal applied learning environment
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contingencies present in the learni
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that many aspects of the clinical e
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The second instrument-based clinica
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Empirical Investigations of the Tra
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etween 18 and 31% of variance in sc
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.32 for the student actual form and
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significantly differentiated betwee
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were lower than preferred scores fo
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Table 1. Identification and Frequen
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Although the above-mentioned learni
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The original two-page SECEE instrum
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espondents. Analysis of item respon
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sites having few respondents. If in
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Chapter 3 Methods The following sec
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added, based on the applied cogniti
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Limiting the number of items while
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clinical sites, for the purposes of
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Descriptive Analysis Data from the
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Study participants responded “can
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Table 2 SECEE Inventory Forced-choi
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Item 22. Students helped each other
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Table 3 Scale Means and Standard De
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sites more favorably (M = 11.81) th
Page 67 and 68: Table 6 Reliability Coefficients fo
Page 69 and 70: assists in reducing the confounding
Page 71 and 72: Table 8 ANOVA Results, Student Leve
Page 73 and 74: Table 10 Scale Score Means and Stan
Page 75 and 76: Sophomore SMA students rated the Le
Page 77 and 78: Support at site group 5 more positi
Page 79 and 80: Table 12 Scale Score Means and Stan
Page 81 and 82: SMA 14 n = 7 Site Group Comm. / 17
Page 83 and 84: Analysis of Narrative Inventory Dat
Page 85 and 86: Analysis of the narrative student c
Page 87 and 88: Student comments reflecting scaled
Page 89 and 90: Table 17 Frequencies of Student Res
Page 91 and 92: Table 18 Frequencies of Student Res
Page 93 and 94: Chapter 5 Discussion and Conclusion
Page 95 and 96: their own clients as a hindrance to
Page 97 and 98: the Department Atmosphere scale, an
Page 99 and 100: end of semester perception of the l
Page 101 and 102: minimal grouping of sites was requi
Page 103 and 104: the instrument, the investigator fe
Page 105 and 106: also may have averted a higher inci
Page 107 and 108: 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
Page 115 and 116: Conclusion The applied learning asp
Page 117: References American Association of
Page 121 and 122: Reilly, D. E. & Oerman, M. H. (1992
Page 123 and 124: Appendix A Original SECEE Instrumen
Page 125 and 126: Key: 1 = very seldom 2 = sometimes
Page 127 and 128: Inventory Scale Item Number Communi
Page 129 and 130: Appendix C Revised SECEE Instrument
Page 131 and 132: 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
Page 137 and 138: Appendix E 129
Page 139 and 140: Appendix F 131
Page 141 and 142: KARI SAND-JECKLIN 2003 White Oak Dr
Page 143 and 144: Staff Nurse: employed part-time at
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STUDENT EVALUATION OF CLINICAL EDUCATION ENVIRONMENT

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