STUDENT EVALUATION OF CLINICAL EDUCATION ENVIRONMENT

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Table 7 Scale Score Correlations Between Pretest and End of Semester Inventories Same Sites Evaluated Different Sites Evaluated Communication / Feedback r = .55* n = 46 r = .17 n = 60 Learning Opportunities r = .52* n = 46 r = -.01 n = 60 Note. * Indicates correlation is significant at p < .001 62 Learning Support r = .50* n = 45 r = .20 n = 58 Department Atmosphere r = .61* n = 46 r = .19 n = 60
Table 8 ANOVA Results, Student Level by Scale Score df 1 df 2 F ratio p LMA Instit. Comm. / Feedback 2 123 5.95 .003 Learning Opportunities 2 123 3.89 .023 Learning Support 2 123 3.50 .033 Dept. Atmosphere 2 123 5.00 .008* SMW Instit. Comm. / Feedback 2 66 0.98 .38 Learning Opportunities 2 66 1.03 .36 Learning Support 2 66 1.08 .35 Dept. Atmosphere 2 66 4.70 .012* SMA Instit. Comm. / Feedback 2 117 3.85 .024 Learning Opportunities 2 117 2.94 .057 Learning Support 2 117 6.68 .002* Dept. Atmosphere 2 117 5.69 .004 * Note: violation of Homogeneity of Variance assumption according to Levene’s Statistic at p < .05 63
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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
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Examples of applied learning enviro
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hear about a topic, but must contac
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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: assists in reducing the confounding
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
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
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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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