STUDENT EVALUATION OF CLINICAL EDUCATION ENVIRONMENT

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successive approximations to the desired behaviors, and prompting correct responses with fading of prompts as responses are strengthened. Prompting is most effective when the student is “primed” or cued just enough to go on, with prompts removed as soon as possible, while maintaining the desired behavior (Skinner, 1989). These instructional methods help students succeed by reducing errors during learning and increasing opportunities for obtaining the natural reinforcement of success. An apprenticeship begins with tasks embedded in a familiar activity, and moves to more complex tasks and concept applications, according to a progressive and sequenced curriculum (Resnick, 1987). Cognitive apprenticeships allow students to observe the whole of a trade or profession and to begin performing small pieces of it. The ultimate goal of situated cognition instruction is for the student to behave as a practitioner in the particular field. The paradigm of behaviorology also holds that sequencing of instruction is important. Students must first know the prerequisite skills for development of a new skill or behavior, and then instruction must be arranged in sequences of related successive steps (Greeno, Collins & Resnick, 1996; Skinner, 1989). For instance, in the applied nursing education setting, students progress from observation of experts performing skills and fulfilling professional roles, to practicing particular skills, and finally, to fulfilling almost all professional nursing roles. Cognitive apprenticeship concepts follow Vygotsky’s emphasis on the social nature of learning, the zone of proximal development (the span between what a learner is able to do independently and what the learner is able to do with assistance from an expert), and scaffolding (Slavin, 1997). Instructors assign complex, realistic tasks and provide enough support/prompts to allow the students to complete the tasks or solve identified problems that they would be unable to complete alone at that time. Higher psychological processes are acquired through interaction 8
with others and participation in a social or professional community (Goodenow, 1992). Learning is situated in both physical and social contexts, with the social contexts being constructed by the teachers and students through interactions and around lessons. According to Marshall (1990), the goals of the “learning centered” environment relate to the process of learning, with a focus on determining how students learn and on socializing students to the role of learner rather than of producer of a product (Marshall, 1990). Experiential learning may be considered to be synonymous with situated cognition. Carver (1996) described experiential learning as education using a combination of the senses, emotions, physical conditions, and cognition that integrates conscious application of student experiences into the curriculum. She identified four pedagogical principles of experiential learning: (a) authenticity—instruction that is relevant to student lives, and that includes naturally occurring rewards; (b) active learning—experiences that are physically and/or mentally engaging; (c) drawing on student experience and encouraging students to reflect on their experiences; and (d) connecting experiences to future learning opportunities. Teachers facilitate processes in which students participate in the construction of knowledge and which lead to student achievement of the sub-goals of learning: personal agency, belonging and competence. Carver’s instructional principles may or may not be evident in an experiential setting, as they depend primarily on instructor and mentor/expert instructional focus. Addressing the presence or absence of the principles in a particular instructional setting may be beneficial in determining the quality of the applied learning environment. Carver (1996) also developed a general model for discussion and development of an experiential learning environment. Student experience, including both process and product factors, is at the center of a context of the learning environment, which is characterized by the 9
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 and 12: development of different skills and
Page 13 and 14: Examples of applied learning enviro
Page 15: hear about a topic, but must contac
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
Page 65 and 66: sites more favorably (M = 11.81) th
Page 67 and 68:
Table 6 Reliability Coefficients fo
Page 69 and 70:
assists in reducing the confounding
Page 71 and 72:
Table 8 ANOVA Results, Student Leve
Page 73 and 74:
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
Page 83 and 84:
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
Page 109 and 110:
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
Page 133 and 134:
Key: 1 = Strongly Agree 2 = Agree 3
Page 135 and 136:
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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