STUDENT EVALUATION OF CLINICAL EDUCATION ENVIRONMENT

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Table 19 Frequencies of Student Responses to Request to Identify Aspects of the Clinical Setting that Hindered Learning—Issues not Addressed by Scaled SECEE Items Statement Frequency Too high student / instructor ratio 19 Not enough clinical time 7 Too many people (staff, students) on unit 6 Didn’t feel comfortable asking questions 5 Treated like beginning students or aids 4 Unit/floor too busy 4 Long drive to clinical 3 Not seeing own clients 3 Not connecting with clients on home visits 3 Must rely only on self for learning 3 Nurses ignored us 3 84
Chapter 5 Discussion and Conclusions The purpose of the described research was to continue development and testing of the Student Evaluation of Clinical Education Environment (SECEE) inventory. This inventory was developed in response to the identified absence of any instrument that concisely and comprehensively measures nursing student perceptions of their clinical learning environment. The SECEE inventory appears to be able to accurately and reliably reflect student perceptions of their learning environments, although minor revisions may make the instrument even more comprehensive and reliable. In the discussion section the research findings are related to the questions posed at the beginning of the study. Research Question 1 Is it possible to revise the original SECEE instrument to include all issues critical to the nursing student clinical education environment, while maintaining brevity and practicality of use by nursing educators? Brevity and Practicality of Use. As described in the review of literature, the original SECEE instrument was revised extensively both to increase the scope of measurement of the learning environment, and to reflect findings of current literature and analysis results from initial administration of the inventory. The “revised” SECEE inventory is brief in comparison to many learning environment inventories (Fraser, 1991). It also appears to be practical for use, as data for this study were collected with ease by both the researcher and nursing faculty at three different institutions. After being given brief instructions as to administration of the instrument 85
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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
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etween 18 and 31% of variance in sc
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.32 for the student actual form and
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significantly differentiated betwee
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were lower than preferred scores fo
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Table 1. Identification and Frequen
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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 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: Table 18 Frequencies of Student Res
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
Page 131 and 132: Key: 1 = Strongly Agree 2 = Agree 3
Page 133 and 134: Key: 1 = Strongly Agree 2 = Agree 3
Page 135 and 136: Table of Specifications for Student
Page 137 and 138: Appendix E 129
Page 139 and 140: Appendix F 131
Page 141 and 142: 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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