STUDENT EVALUATION OF CLINICAL EDUCATION ENVIRONMENT

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Institutional Differences in Student Response to the SECEE Instrument. Prior to reliability determination for both the SECEE instrument as a whole and for the four predetermined scales, it was necessary to determine whether there were differences between the institutions in terms of respondent scale scores. Calculations of four ANOVAs were completed, using the institution as the independent variable and the four calculated scale scores as the dependent variables. A random sample of 35 completed inventories from each institution was used for analysis. No violation of the homogeneity of variance assumption was detected via the Levene’s Statistic method (Norusis, 1997). Institution specific and overall scale score means and standard deviations are reported in Table 3. Significant differences in scale scores were found between institutions for all four scales: Communication / Feedback F (2, 102) = 8.17, p < .01; Learning Opportunities F (2, 102) = 4.49, p < .05; Learning Support F (2, 102) = 8.40, p < .01; and Department Atmosphere F (2, 102) = 4.70, p < .05. Results of the ANOVA analysis are presented in Table 4. Multiple comparisons were calculated using the Dunnett T3 method (Lomax, 1992) and a significance level of p < .05. These results revealed that for the Communication and Feedback scale, students attending SMW rated their clinical sites more positively (M = 11.06) than did students attending both LMA (M = 14.99) and SMA (M = 13.78). Students attending SMW institution also rated the Learning Opportunities at their clinical sites more positively (M = 13.11) than did students at LMA did (M = 16.47). Learning Support at the clinical site was rated higher by students at SMA (M = 13.33) and students at SMW (M = 14.68) than by students at LMA (M = 17.13). Finally, students at SMA rated the department atmosphere at their clinical 54
Table 3 Scale Means and Standard Deviations by Institution LMA Instit. n = 35 SMW Instit. n = 35 SMA Instit. n = 35 All Institutions n = 319 Comm. / Feedback M = 14.99 SD = 5.27 M = 13.78 SD = 3.66 M = 11.06 SD = 3.32 M = 13.99 SD = 5.02 Learning Opportunities M = 16.47 SD = 5.82 M = 15.19 SD = 3.85 M = 13.11 SD = 4.27 M = 15.37 SD = 5.25 55 Learning Support M = 17.13 SD = 4.40 M = 14.68 SD = 3.40 M = 13.33 SD = 3.92 M = 15.52 SD = 5.05 Department Atmosphere M = 14.63 SD = 5.88 M = 11.81 SD = 2.94 M = 12.10 SD = 3.24 M = 12.59 SD = 3.59
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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
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: Item 22. Students helped each other
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
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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
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Key: 1 = Strongly Agree 2 = Agree 3
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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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