STUDENT EVALUATION OF CLINICAL EDUCATION ENVIRONMENT

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SMW 1 n = 9 Site Group Comm. / 2 n = 10 3 n = 6 4 n = 17 5 n = 7 7 n = 7 10 n = 5 Feedback M = 15.89 SD = 4.20 M = 15.20 SD = 3.85 M = 14.17 SD = 2.14 M = 12.34 SD = 3.73 M = 9.00 SD = 3.21 M = 15.29 SD = 2.98 M = 14.25 SD = 4.51 Learning Opportunity M = 16.22 SD = 5.31 M = 14.80 SD = 3.49 M = 16.00 SD = 3.52 M = 13.59 SD = 4.37 M = 12.14 SD = 4.22 M = 17.67 SD = 2.35 M = 13.50 SD = 2.32 72 Learning Support M = 16.92 SD = 3.27 M = 15.60 SD = 2.41 M = 15.33 SD = 3.20 M = 13.15 SD = 4.87 M = 9.86 SD = 2.61 M = 15.51 SD = 2.54 M = 14.07 SD = 2.09 Dept. Atmosphere M = 12.78 SD = 4.24 M = 12.78 SD = 2.12 M = 14.00 SD = 3.03 M = 9.58 SD = 2.42 M = 8.43 SD = 2.37 M = 13.17 SD = 2.50 M = 12.32 SD = 1.95
SMA 14 n = 7 Site Group Comm. / 17 n = 6 19 n = 17 29 n = 16 33 n = 4 74 n = 12 75 n = 9 77 n = 5 79 n = 5 80 n = 5 82 n = 5 84 n = 4 Feedback M = 17.71 SD = 5.85 M = 12.00 SD = 3.35 M = 11.97 SD = 3.99 M = 12.81 SD = 4.12 M = 11.50 SD = 5.92 M = 12.17 SD = 3.90 M = 15.11 SD = 6.70 M = 14.20 SD = 6.38 M = 12.03 SD = 5.40 M = 9.60 SD = 3.43 M = 13.40 SD = 2.70 M = 10.00 SD = 2.94 Learning Opportunity M = 20.14 SD = 3.72 M = 14.00 SD = 4.34 M = 12.29 SD = 4.62 M = 14.50 SD = 5.56 M = 14.00 SD = 7.44 M = 14.00 SD = 2.66 M = 16.21 SD = 4.55 M = 15.60 SD = 9.10 M = 11.20 SD = 3.27 M = 12.60 SD = 2.88 M = 14.80 SD = 3.70 M = 11.75 SD = 3.10 73 Learning Support M = 19.29 SD = 4.75 M = 15.67 SD = 1.97 M = 14.55 SD = 5.89 M = 14.22 SD = 4.57 M = 13.75 SD = 6.45 M = 13.85 SD = 3.95 M = 18.67 SD = 5.43 M = 14.20 SD = 5.54 M = 16.00 SD = 3.87 M = 11.00 SD = 2.74 M = 11.40 SD = 2.07 M = 12.25 SD = 3.86 Dept. Atmosphere M = 16.20 SD = 3.87 M = 13.33 SD = 3.98 M = 11.00 SD = 3.30 M = 13.81 SD = 3.64 M = 9.45 SD = 2.97 M = 11.52 SD = 3.21 M = 14.22 SD = 2.44 M = 13.64 SD = 5.60 M = 12.80 SD = 4.44 M = 12.16 SD = 2.41 M = 12.00 SD = 2.65 M = 10.50 SD = 3.70
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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
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ideal applied learning environment
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contingencies present in the learni
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that many aspects of the clinical e
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The second instrument-based clinica
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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 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: Table 12 Scale Score Means and Stan
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
Page 121 and 122: Reilly, D. E. & Oerman, M. H. (1992
Page 123 and 124: Appendix A Original SECEE Instrumen
Page 125 and 126: Key: 1 = very seldom 2 = sometimes
Page 127 and 128: Inventory Scale Item Number Communi
Page 129 and 130: 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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