STUDENT EVALUATION OF CLINICAL EDUCATION ENVIRONMENT

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Table 4 Statistical Results for Institution by Scale Score ANOVA df 1 df 2 F ratio p Communication/ Feedback 2 102 8.17 .001 Learning Opportunities 2 102 4.49 .013 Learning Support 2 102 8.41 .000 Department Atmosphere 2 102 4.70 .011 56
sites more favorably (M = 11.81) than students at LMA did (M = 14.63). The p values for the significant findings in post hoc comparisons are provided in Table 5. In addition to comparisons of scale scores by institution, item specific ANOVAs were completed using institution as the independent variable. Results indicated that institution effect on individual item scores was significant for 20 of the 29 forced-choice items at p < .05, although the data for 4 of the items violated the homogeneity of variance assumption according to the Levene Statistic. There did not appear to be a pattern in terms of the significant and non- significant items. The nine items for which no significant institutional differences were found were evenly distributed across all four scales, with each scale having either two or three items for which no institutional differences were found. Post hoc testing using the Dunnett T3 method (controlling for violation of the homogeneity of variance assumption) produced results consistent with the results of the scale score analysis, with students attending the smaller institutions rating their clinical experience more positively than students attending the larger institution. Instrument Reliability Determination. As there were significant differences in inventory scale scores between the three institutions used in this investigation, calculations for reliability of the scales and for the instrument as a whole were conducted separately for each institution as well as for all institutions together (see Table 6). Reported internal reliability figures represent standardized coefficient alphas (Anastasi, 1988). Correlations were found to be similar among institutions, although SMA results were slightly lower than the other two institutions. 57
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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
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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: Table 3 Scale Means and Standard De
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
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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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