STUDENT EVALUATION OF CLINICAL EDUCATION ENVIRONMENT

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College of Human Resources and Education, West Virginia University Office of the Dean February 27, 1998 TO: Kari Sand-Jecklin FROM: Ernest R. Goeres Associate Dean RE: Human Resources & Education H.S.#98-029 Title: "Student Evaluation of Clinical Education Environment (SECEE): Instrument Development and Testing" Your Application for Exemption for your above-captioned research project has been reviewed under the Human Subjects Policies and has been approved. This exemption will remain in effect on the condition that the research is carried out exactly as described in the application. Best wishes for the success of your research. Attachment cc: Deans Office Student Advising and Records Anne Nardi, Advisor 304 293-5703 0 802 Allen Hall 11 P.O. Box 6122 0 Morgantown, WV 26506-6122 Equal Opportunity / Affirmative Action Institution 132
KARI SAND-JECKLIN 2003 White Oak Dr. Morgantown, WV 26505 (304) 598-2673 West Virginia RN License #: 051382 <strong>EDUCATION</strong> Bachelor of Science in Nursing, completed at Illinois Wesleyan University in May, 1982. Graduated Magna Cum Laude. Master of Science in Adult Health Nursing, completed at the University of Illinois in August, 1987. Emphasis in self-care. Completed teaching internship in the area of Medical- Surgical Nursing. Doctor of Education from the Department of Educational Psychology at West Virginia University, 1998. Awarded the Swiger Fellowship for doctoral study. ADDITIONAL <strong>EDUCATION</strong> Cardiac dysrhythmia Course: 6 hour course completed at Mennonite Hospital in Bloomington, IL. Critical Care Course: 80 hour course completed at Mennonite Hospital. Physical Assessment Course: 48 hour course completed in 1982. Additional physical assessment course completed in 1994. Both courses taught by Certified Nurse Practitioners. Leadership/Management: various courses related to health care management, administration, change and situational leadership. Continuing Education: Topics of seminars/conferences attended include: health care reform, diabetes management, other clinical issues, staff development/nursing education, patient education, risk management, discharge planning, quality improvement, and nursing research. NURSING EXPERIENCE Visiting Instructor at the School of Nursing, West Virginia University, from August 1998 to present. Responsibilities include instruction in both classroom and clinical settings. Adjunct Faculty at the School of Nursing, West Virginia University, from August, 1996 to May, 1998. Conducted research, assisted with course revision, and instructed nursing students during this time. 133
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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
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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
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 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: Appendix F 131
Page 143 and 144: Staff Nurse: employed part-time at
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STUDENT EVALUATION OF CLINICAL EDUCATION ENVIRONMENT

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