STUDENT EVALUATION OF CLINICAL EDUCATION ENVIRONMENT

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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. 16. The nursing staff in this department served as positive role models for professional nursing. 1 2 3 4 5 6 17. Equipment, supplies, and material resources needed to provide patient care and teaching were available in this agency/department. 1 2 3 4 5 6 18. I felt supported in my attempts at applying new knowledge or learning new skills. 1 2 3 4 5 6 19. Nursing staff in this department informed students of potential learning experiences. 1 2 3 4 5 6 20. My instructor served as a positive role model for professional nursing. 1 2 3 4 5 6 21. Competing with other health professional students using this agency for skills/procedures, patient assignments, or resources negatively impacted my clinical experience. 1 2 3 4 5 6 22. Nursing students helped each other with patient care and problem solving in this setting. 1 2 3 4 5 6 23. This environment provided an atmosphere conducive to learning. 1 2 3 4 5 6 24. The nursing staff were positive about serving as a resource to nursing students. 1 2 3 4 5 6 25. When I needed assistance with a situation or skill, it was difficult to find someone to help. 1 2 3 4 5 6 26. I was allowed to perform "hands on" care at the level of my clinical abilities. 1 2 3 4 5 6 27. The nursing staff provided constructive feedback about my nursing actions in this setting. 1 2 3 4 5 6 124
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. 28. The instructor encouraged students to assist each other with patient care and to share their learning experiences. 1 2 3 4 5 6 29. I was successful in meeting most of my learning goals in this environment. 1 2 3 4 5 6 What aspects of this clinical setting helped/promoted your learning? ___________________________________________________________________________ ___________________________________________________________________________ What aspects of this clinical setting hindered your learning? ___________________________________________________________________________ ___________________________________________________________________________ Is there anything else you wish to mention? ______________________________________________________________________________ ________________________________________________________________________ 125
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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
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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 and 130: Appendix C Revised SECEE Instrument
Page 131: 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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