STUDENT EVALUATION OF CLINICAL EDUCATION ENVIRONMENT

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List of Tables, Continued 19 Frequencies of Student Response to Request to Identify Aspects of the Clinical Setting that Hindered Learning—Issues not addressed by Scaled SECEE Items 84 20 Reliability Coefficients for Scales by Institution (Revised Item Placement) 90 viii
Student Evaluation of Clinical Education Environment (SECEE): Instrument Development and Validation Chapter 1 Introduction According to Dunn and Burnett (1995), the learning environment consists of all the conditions and forces within a setting that impact learning. As Shuell (1996, p. 726) stated, “Teachers and students work together in a rich psychological soup of a classroom, a soup comprised of cognitive, social, cultural, affective, emotional, motivational and curricular factors.” The learning environment provides the setting for learning and at the same time acts as a “participant” in teaching and learning (Loughlin & Suina, 1982). It can support, impede, or limit learning opportunities for students (Reilly & Oermann, 1992). Several authors have identified the importance of the student learning environment and have discussed various aspects of this environment. Loughlin and Suina (1982) authored an entire text geared toward teacher construction of a physical environment conducive to student learning, using student behavior as a basis for arranging the environment. Shuell (1996) identified several characteristics of classroom learning environments: multidimensionality, simultaneity, immediacy, unpredictability, publicness, and history. Earlier, Moos (1979) had conceptualized the student learning environment in terms of three dimensions. The relationship dimension includes the extent to which people are involved in the environment, how much they help (support) each other, and the amount of open expression allowed. The personal growth dimension includes the degree of task orientation, competition, independence, social orientation, 1
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: Tables List of Tables 1. Identifica
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
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Table 2 SECEE Inventory Forced-choi
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Item 22. Students helped each other
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Table 3 Scale Means and Standard De
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sites more favorably (M = 11.81) th
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Table 6 Reliability Coefficients fo
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assists in reducing the confounding
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Table 8 ANOVA Results, Student Leve
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Table 10 Scale Score Means and Stan
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Sophomore SMA students rated the Le
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Support at site group 5 more positi
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Table 12 Scale Score Means and Stan
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SMA 14 n = 7 Site Group Comm. / 17
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Analysis of Narrative Inventory Dat
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Analysis of the narrative student c
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Student comments reflecting scaled
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Table 17 Frequencies of Student Res
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Table 18 Frequencies of Student Res
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Chapter 5 Discussion and Conclusion
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their own clients as a hindrance to
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the Department Atmosphere scale, an
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end of semester perception of the l
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minimal grouping of sites was requi
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the instrument, the investigator fe
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also may have averted a higher inci
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number of students reporting that n
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6. Add a fifth response item to the
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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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