STUDENT EVALUATION OF CLINICAL EDUCATION ENVIRONMENT

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ABSTRACT STUDENT EVALUATION OF CLINICAL EDUCATION ENVIRONMENT (SECEE): INSTRUMENT DEVELOPMENT AND VALIDATION By Kari Sand-Jecklin This paper describes the refinement and testing of the Student Evaluation of Clinical Education Environment (SECEE) inventory, an instrument designed to measure nursing student perceptions of the clinical learning environment. Although a quality student clinical experience is considered critical to nursing education, no comprehensive instruments measuring the clinical learning environment have been published. The SECEE inventory contains 29 forced-choice items divided among four scales: Communication and Feedback, Learning Opportunities, Learning Support, and Department Atmosphere. Items were included based on nursing students and faculty input, a review of the literature and sample clinical agency contracts, and data resulting from administration of the original version of the SECEE instrument. Items requesting students to identify aspects of the clinical setting that helped as well as hindered learning were also included. A convenience sample of nursing students from two small liberal arts institutions (SMW and SMA) and one large university (LMA) completed the SECEE inventory at the end of the spring 1998 semester. A sub-sample of students completed the inventory twice during the semester, for test-retest reliability determination. Data analysis indicated that students responded consistently to the instrument as a whole and to the four scales. Rearrangement of four items within scales resulted in further improvements in reliability. Test-retest correlations for all scales were statistically significant. Correlations between individual student evaluations of two distinct clinical sites were not ii
significant for any of the four scales, indicating that students responded differently to the instrument when evaluating different clinical sites. Significant differences between scale scores were found between institutions for all scale scores. Differences were also found between academic levels of students within each institution, and between clinical site groups within institutions SMW and SMA. Student narrative comments supported inclusion of the majority of forced-choice items and allowed identification of items that may be beneficial to include in future inventory revisions. Overall, the SECEE inventory appears to be a reasonably valid and reliable measure. Minor revisions are suggested for future revisions. iii
Page 1: STUDENT EVALUATION OF CLINICAL EDUC
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 and 16: hear about a topic, but must contac
Page 17 and 18: with others and participation in a
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
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
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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
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 and 140:
Appendix F 131
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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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