STUDENT EVALUATION OF CLINICAL EDUCATION ENVIRONMENT

Analysis of Narrative Inventory Data
As noted in the Methods section, students were asked to respond in narrative form to
three SECEE Inventory questions. They were asked to identify aspects of the clinical setting that
promoted learning, aspects of the clinical setting that hindered learning, and asked whether there
was anything else they would like to mention on the inventory. Prior to analysis of these data,
student comments were written on a separate card, along with the student’s demographic data.
Each comment was noted individually. For example, if a student noted three separate issues or
comments in response to one question, three data cards were created.
Students made a total of 358 comments about aspects of the clinical environment that
promoted learning, 226 comments about aspects of the environment that hindered learning, and
60 comments in response to the “anything else you would like to mention” item. An interesting
but somewhat expected finding was that those students who completed both the pretest and the
end of semester inventory made fewer comments overall upon repeat exposure to the instrument.
The overall numbers of student comments on the pretest and end of semester inventories, for the
sub-population of students completing both inventories are presented in Table 14.
75