STUDENT EVALUATION OF CLINICAL EDUCATION ENVIRONMENT

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STUDENT EVALUATION OF CLINICAL EDUCATION ENVIRONMENT Please circle or check the best answer to each question and provide written answers in the blanks provided. University and Campus ______________________________________________________ Semester/Yr: Spring Fall 19____ Program type: Generic BSN RN to BSN Year in program: Freshman Sophomore Junior Senior Clinical site you are evaluating (include both the name of facility and the department or unit)_______________________________________________________________________ This evaluation is being used to evaluate a variety of clinical education environments. In some agencies or departments, students are assigned resource nurses or preceptors in addition to the supervision of their clinical instructor. In other settings, the instructor is the only student resource. Which of the following best describes your experience with a preceptor or staff resource nurse during your time at this agency/department (choose only one). ____I was assigned an RN preceptor (same preceptor throughout the experience). ____I was assigned a staff resource RN (the RN assigned changed on a daily basis). ____I was assigned a non-RN preceptor or resource person. ____I worked only with my instructor at this agency (no resource person or preceptor was assigned to me). Circle the number that best represents your answer to the following questions. Please provide an explanation for any questions to which you respond “can’t answer” (number 6) in the space directly below the question. Key: 1 = Strongly Agree 2 = Agree 3 = Neutral 4 = Disagree 5 = Strongly Disagree 6 = Can’t Answer 1. I was adequately oriented to the agency or department. 1 2 3 4 5 6 2. My preceptor/resource nurse was available to answer questions and to help with patient care. 1 2 3 4 5 6 3. A wide range of learning opportunities was available at this agency/department. 1 2 3 4 5 6 122
Key: 1 = Strongly Agree 2 = Agree 3 = Neutral 4 = Disagree 5 = Strongly Disagree 6 = Can’t Answer Remember to explain any questions to which you responded “can’t answer” (6) immediately below the question. 4. My responsibilities in providing patient care were clearly communicated to me. 1 2 3 4 5 6 5. My preceptor/resource nurse maintained ultimate responsibility for the patients to which I was assigned. 1 2 3 4 5 6 6. My instructor was available to answer questions and to help with patient care. 1 2 3 4 5 6 7. I was encouraged to identify and pursue opportunities for learning in this environment. 1 2 3 4 5 6 8. My preceptor/resource nurse or instructor talked with me about new information and developments related to my patients’ care. 1 2 3 4 5 6 9. High preceptor/resource nurse workload negatively impacted my experience at this agency/department. 1 2 3 4 5 6 10. The instructor provided me with adequate guidance as I learned to perform new skills. 1 2 3 4 5 6 11. I felt overwhelmed by the demands of my role in this environment. 1 2 3 4 5 6 12. My instructor provided constructive feedback about my nursing actions in this setting. 1 2 3 4 5 6 13. This agency/department had an adequate number and variety of patients appropriate for my clinical nursing abilities. 1 2 3 4 5 6 14. The nursing staff provided me with adequate guidance as I learned to perform new skills. 1 2 3 4 5 6 15. As my skills and knowledge increased, I was allowed to do more skills independently. 1 2 3 4 5 6 123
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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
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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
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 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: Appendix C Revised SECEE Instrument
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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