STUDENT EVALUATION OF CLINICAL EDUCATION ENVIRONMENT

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WEST VIRGINIA UNIVERSITY SCHOOL OF NURSING STUDENT EVALUATION OF CLINICAL AGENCIES: 1996 Please circle or check the best answer to each question and provide written answers in the blanks provided. WVU Campus: Morgantown Potomac State Semester: Spring Charleston Glenville Fall Are you a: Generic BSN student RN to BSN student Year in program: Sophomore Junior Senior Clinical site being evaluated (include unit or dept)_____________________________________ 1. What was the adequacy of your orientation to this agency / department? no orientation given inadequate minimally adequate complete 2 Which of the following best describes your assignment to a preceptor or staff nurse familiar with your assigned patients during your time at this agency / department? ____RN Preceptor assigned--same preceptor throughout the experience. ____Staff resource RN assigned--changed on a daily basis. ____Non-RN preceptor or resource person assigned. ____No resource person or preceptor was assigned to me at this agency. 3. To what degree did your assigned preceptor or resource nurse communicate with you during your agency experience? ____little/no communication ____through report only ____through report and occasionally at other times ____frequently throughout the day Please indicate in the right margin the number that best represents your answer to the following questions. Key: 1 = very seldom 2 = sometimes 3 = frequently 4 = almost always 4. How often was the preceptor or resource nurse available to answer your questions or provide assistance with patient care? 1 2 3 4 5. How often did your preceptor or resource nurse maintain ultimate responsibility for patients to which you were assigned? 1 2 3 4 6. How often did the agency nursing staff serve as role models for professional nursing? 1 2 3 4 7. How often did preceptor or resource nurse workload impact your experience at this agency / department? 1 2 3 4 116
Key: 1 = very seldom 2 = sometimes 3 = frequently 4 = almost always 8. How often did agency nursing staff point out potential learning experiences for students? 1 2 3 4 9. How often were there adequate numbers of patients whose acuity of nursing needs were appropriate for your clinical nursing abilities? 1 2 3 4 10. How often did the agency and agency staff permit you to perform "hands on" care to the level of your clinical ability? 1 2 3 4 11. How often were equipment, supplies and material resources needed to provide patient care and teaching available in this agency/department? 1 2 3 4 12. What was the attitude of nursing staff toward serving as a resource to nursing students? very negative somewhat negative somewhat positive very positive 13. Do you believe nursing staff were prepared to serve as a resource to nursing students? no yes 14. Were other health professional students using this agency or department for clinical experience? no yes (if yes, please name the students and describe the impact on your experience) ______________________________________________________________________________ ______________________________________________________________________________ 15. What were the strengths of having a clinical experinece at this agency / department? ______________________________________________________________________________ ______________________________________________________________________________ 16. What were the limitations of having a clinical experience at this agency / department? ______________________________________________________________________________ ______________________________________________________________________________ 17. Please note your recommendations for the future use of this agency or department as a clinical site in the future. ____Do not recommend for use at any student level ____Do not recommend for use of this level, but may be appropriate at a different level ____Recommend for use at this level with minor modifications ____Recommend for use at this level without modification Any other comments about either your experience at this agency or about this questionnaire? ______________________________________________________________________________ 117
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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
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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
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 and 118: References American Association of
Page 119 and 120: Fraser, B. J. & O’Brien, P. O. (1
Page 121 and 122: Reilly, D. E. & Oerman, M. H. (1992
Page 123: Appendix A Original SECEE Instrumen
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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