Validation of the Clinical Learning Environment Inventory

Abstract

One hundred eight preregistration nursing students took part in this survey study, which assessed their perceptions of the clinical learning environment. Statistical data based on the sample confirmed the reliability and validity of the Clinical Learning Environment Inventory (CLEI), which was developed using the concept of classroom learning environment studies. The study also found that there were significant differences between students' actual and preferred perceptions of the clinical learning environments. In terms of the CLEI scales, students preferred a more positive and favorable clinical environment than they perceived as being actually present. The achievement of certain outcomes of clinical field placements might be enhanced by attempting to change the actual clinical environment in ways that make it more congruent with that preferred by the students.

Students’ perception of the psycho-social clinical learning environment: An evaluation of placement models

“…A survey design using the Clinical Learning Environment Inventory (Chan, 2001;Chan, 2003) was used to collect the data.…”

“…The Clinical Learning Environment Inventory was specifically developed to assist researchers to assess student nurses perception of the psycho-social aspects of the clinical learning environment (Chan, 2001;Chan, 2003). This tool acknowledges that learning takes place in a dynamic environment where patient care is nurses' core business.…”

“…This tool acknowledges that learning takes place in a dynamic environment where patient care is nurses' core business. The tool identifies a number of factors, namely, individualization, innovation, involvement, personalisation and task orientation that student nurses identified as highly desirable if their learning was to be effectively facilitated (Chan, 2003). The scale descriptors are as follows (Chan, 2001;Chan, 2003):…”

Estrategias educativas y de evaluación en la formación de médicos especialistas

“…El proceso de enseñanza-aprendizaje en la educación médica es de suma importancia; es a partir de ello que el médico en formación obtiene capacidades para resolver los problemas que le plantea la atención médica 1 . Así, este aprendizaje se enfoca en problemas reales en el contexto del ejercicio profesional, y de esta forma los estudiantes se motivan por su participación en la resolución de estos problemas.…”

Psychometric properties of the Scale for Quality Evaluation of the Bachelor Degree in Nursing Version 2 (QBN 2)

“…Since the concept of quality in nursing education is wide and susceptible to analysis from a variety of evaluation methodologies, we focused our attention on the concept of perceived quality that favors interactive methodology and is focused on students (Saarikoski et al, 2002;Chan, 2003;Hosoda, 2006;Kari-Sand, 2009). …”