STUDENT EVALUATION OF CLINICAL EDUCATION ENVIRONMENT

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evaluation of student performance should foster achievement of expected outcomes and that there should be clear congruence between the teaching-learning experience and expected results. One means to demonstrate the effectiveness of the teaching-learning experience is to evaluate the clinical educational environment through the students’ eyes—obtaining students’ perceptions about the adequacy of the clinical education environments that they have experienced. Nursing instructors may informally request individual student feedback about the quality of the clinical learning environment, or may include one or two questions about the adequacy of this environment in the overall course evaluation tool. However, there is currently no comprehensive instrument that has been demonstrated to accurately measure student perceptions of their clinical education environment. The purpose of this investigation was to develop and test the accuracy and efficiency of such an instrument: the Student Evaluation of Clinical Education Environment (SECEE). Development of such an instrument is one of the first steps in the empirical process of assessing and improving the student clinical learning environment and positively impacting student learning in this environment. Definition of Terms Learning Environment: All the forces and conditions within a setting that impact student learning (Dunn & Burnett, 1995). The forces include but are not limited to the physical setting, instructional methods, interactions with others, and opportunities for growth. Applied Learning Environment: A setting in which students apply information and skills to an authentic situation, with exposure to all factors influencing performance in that setting. 4
Examples of applied learning environments include laboratory settings, simulations, and practice settings. Traditional Classroom Environment: A setting composed of a traditional physical classroom, a general absence of application tools, and traditional instructor-student relationships (One instructor for a class of 20 or more students). Clinical Learning Environment: For the purpose of this investigation, the clinical learning environment includes any settings in which clinical nursing is practiced and nursing students have applied learning experiences. Preceptor: A staff nurse in the clinical setting who is generally paired with a nursing student for the duration of the student’s clinical rotation. The preceptor instructs and coaches the student, and may participate in student evaluation. Resource Nurse: A staff nurse in the clinical setting who is generally paired with a particular nursing student for only one or a few clinical experiences. The resource nurse may instruct and coach the student, but generally the nursing faculty member is considered the primary instructor. 5
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 and 10: Student Evaluation of Clinical Educ
Page 11: development of different skills and
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
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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
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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
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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
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6. Add a fifth response item to the
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with individual patients, and are a
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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
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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
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Key: 1 = Strongly Agree 2 = Agree 3
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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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