STUDENT EVALUATION OF CLINICAL EDUCATION ENVIRONMENT

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lecturer asks questions, and (e) discussion occurs. The most frequently identified activities/behaviors that hindered student learning were (a) class not disciplined, (b) inappropriate pacing of instruction, (c) unclear presentation/explanation, (d) inappropriate class size, and (e) no variety in presentations/activities. Clark noted that an interesting finding of the research was that students did not refer to either constructing their own knowledge or to autonomy in learning as contributing to or hindering learning. The PLEQ instrument is descriptive in nature, and no reliability or validity testing was reported. Its purpose is also somewhat different from the previously described instruments, as students are not evaluating an actual environment, but are making statements about a general type of learning environment. It does, however, support inclusion of items related to student interaction, application of knowledge, instructor support, discussion, clear presentations, variety/innovation, and appropriate discipline in an instrument designed to measure student perceptions of an actual learning environment. Research consistently demonstrates that students' perceptions of their environment account for an appreciable amount of variance in student outcomes (Henderson, Fisher, & Fraser, 1995; Moos & Moos, 1978), even when student background characteristics (prior knowledge and general ability) were controlled (Fraser, Williamson, & Tobin, 1987). In addition, teachers tend to perceive the environment more positively than students do (Fraser, 1991), although both groups generally agree about characteristics of an ideal learning environment (Fraser, 1995; Fraser & Fisher, 1982; Raviv, Raviv, & Reisel, 1990). Classroom environment research has also shown that person-environment fit, as measured by congruence between student perceived and preferred or ideal learning environment, is important in student achievement (Fraser, 1991). 30
Although the above-mentioned learning environment inventories are valid and useful instruments to measure the traditional classroom environment, they do not address several variables present in applied learning settings, such as the clinical nursing education environment. The physical environment layout and resources, the adequacy of learning opportunities within the environment, the influence of other student groups on the nursing student learning experience, and the impact of professional staff or expert practitioners on student learning are not addressed by the traditional classroom inventories. As noted previously, there are currently no published instruments that comprehensively address the factors present in the applied learning environment. Statement of the Problem Student and faculty variables that influence learning in the clinical setting may be evaluated using a variety of tools and processes. The adequacy of the clinical environment, however, often is assessed with one or two evaluative questions imbedded in an overall nursing course evaluation. Analysis of one or two global questions related to the clinical setting can hardly result in reliable information about the adequacy of the setting for students of a particular ability level. The clinical education environment includes many forces and conditions within the setting that impact student learning (Dunn & Burnett, 1995). The wide variety of clinical settings used for undergraduate nursing education, the increased focus on clinical competence, and the frequent use of clinical agency preceptors for nursing students highlight the need for a comprehensive evaluation of the clinical sites used in undergraduate nursing education. However, it was apparent after review of the literature that although the clinical education environment was considered a critical component of nursing education, there was no 31
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 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: Table 1. Identification and Frequen
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
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
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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
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Conclusion The applied learning asp
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References American Association of
Page 119 and 120:
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
Page 127 and 128:
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
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
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Staff Nurse: employed part-time at
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STUDENT EVALUATION OF CLINICAL EDUCATION ENVIRONMENT

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