STUDENT EVALUATION OF CLINICAL EDUCATION ENVIRONMENT

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3. Is the revised SECEE inventory able to differentiate between various student populations through the evaluation of their clinical education environment? 4. Are further revisions recommended to improve the validity, reliability, or ease of administration and analysis of the SECEE inventory? 38
Chapter 3 Methods The following section describes revisions to the original SECEE inventory and the research procedure used in testing the revised inventory version. Nursing students at three institutions were participants in data collection, in order to allow increased instrument testing and potential generalizability for use with other nursing student populations. Instrument Revisions The focus of the present investigation was on continued refinement and testing of the SECEE instrument. Several changes were made to the 13 forced-choice and 4 open-response items of the original instrument, based on analysis of student data as well as on a more extensive review of both theoretical literature and instruments that have been used to assess both the traditional classroom and the applied learning environment (see Appendix D for Table of Specifications). All revisions were made with consideration for validity of content, with emphasis on data from student and faculty focus groups. Forced-choice questions were formatted to fit the same scale, to improve the ease of reading and scoring. In addition, the response options were changed from a four point frequency Likert scale (very seldom to almost always) to a five point agreement scale (strongly agree to strongly disagree), to increase the discrimination ability of the instrument. A sixth option of “can’t answer” was also added, along with a request for students to provide an explanation for questions to which they responded “can’t answer”. It was hoped that the addition of the “can’t answer” response option would reduce the incidence of items left blank, provide information as 39
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 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: sites having few respondents. If in
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
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
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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
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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
Page 143 and 144:
Staff Nurse: employed part-time at
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STUDENT EVALUATION OF CLINICAL EDUCATION ENVIRONMENT

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