Combining qualitative and quantitative methods in assessing hospital learning environments

Chan, Dominic S.K.

doi:10.1016/s0020-7489(00)00082-1

Cited by 93 publications

(111 citation statements)

References 26 publications

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“…However, two different models emerged in defining the framework of a clinical learning environment. Both models highlighted psychometric proprieties and reliability indexes, which confirmed CLES+T scale as the gold standard to assess a clinical learning environment internationally in comparison to other instruments tested [12,13,25] . In particular the Italian version, in a validation study involving 875 students, highlighted a Cronbach's alpha coefficient of 0.95, ranging from 0.80 and 0.96 among factors, stating the instrument's reliability [24] .…”

Section: Instrumentsmentioning

confidence: 64%

“…The forces involved within a clinical setting have been widely explored in research [12][13][14] . In detail, dimensions involved are linked to learning climate within the ward; to organizational variables (such as the role of chief nurse within the ward, the nursing care delivery by the team and the clarity of workflows); to relational variables such as the student-mentor relationship and the nurse teacher role [14] .…”

Section: Introductionmentioning

confidence: 99%

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Multilevel perspectives in clinical learning environments' assessment: An insight on levels involved in planning nursing education

Tomietto

Comparcini

Saarikoski

et al. 2014

JNEP

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Background: Clinical learning in nursing education is workplace-based and it involves both learning and organizational factors. Students could experience these factors both at individual and at group level. This study aimed to assess clinical learning environment as a multilevel phenomenon, by grouping students' perceptions at different organizational levels. Method:A cross-sectional multilevel design has been conducted. 3 Italian Universities, 6 Hospitals and 73 wards have been involved in the study during 2013. Wards with at least 3 attending nursing students have been included. The sample involved 597 nursing students (average age 23.1 years, SD = 4.67 years; 72.6% females; 27.2% attending first year; 31.7% second year; 41.1% third year). Clinical Learning Environment and Supervision plus Nurse teacher (CLES+T) scale has been administered. Intraclass Correlation Coefficients (ICC) have been estimated at ward, at hospital and at University level.Results: All ICCs scores were above 0.10 and they indicated clinical learning environment as a multilevel phenomenon. The most pertinent level to multilevel research was the ward level. The nurse teacher scale was pertinent to Hospital and University level. Conclusions:Clinical learning environment is a multilevel phenomenon. These findings could enhance research development in this field of studies. Practical implications suggest multilevel approach in order to detect the most effective organizational level to improve educational intervention.

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Section: Instrumentsmentioning

confidence: 64%

Section: Introductionmentioning

confidence: 99%

Multilevel perspectives in clinical learning environments' assessment: An insight on levels involved in planning nursing education

Tomietto

Comparcini

Saarikoski

et al. 2014

JNEP

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“…Several authors across disciplines emphasise the importance of clinical training, for example, in medicine (Hesketh et al 2001;Cottrell et al 2002;Grant et al 2003; Van der Hem-Stokroos et al 2005;Kilminster et al 2007), in nursing (Chan 2001;Conrick 2001), in radiography (Williams & Web 1994), and in physiotherapy (Higgs 1992(Higgs , 1993Walker & Openshaw 1994;Stiller et al 2004;Lekkas et al 2007). Rushton and Lindsay (2003), Strohschein et al (2002) and Kilminster and Jolly (2000) reviewed the literature Despite the importance of supervisory practice during clinical education in medicine, Kilminster and Jolly (2000) conclude from their review of the literature that it has little empirical and theoretical basis.…”

Section: Introductionmentioning

confidence: 99%

“…In the humanist orientation to learning, learning is a personal act needed to achieve the learner's full potential. The learner thus becomes autonomous and selfdirected (Torre et al 2006) Examining the ways students learn in and interpret clinical learning environments may provide a better understanding of learning, which can be used to adapt the learning environment, since students ultimately respond to what they perceive as important (Chan 2001). The learning environment is influenced by the roles and attributes of the clinical teacher, the student and the patient; the teaching and learning opportunities offered; the models of clinical education used; student assessment; and the atmosphere and facilities at the health care setting (Ernstzen & Bitzer 2006).…”

Section: Introductionmentioning

confidence: 99%

“…The learning environment is influenced by the roles and attributes of the clinical teacher, the student and the patient; the teaching and learning opportunities offered; the models of clinical education used; student assessment; and the atmosphere and facilities at the health care setting (Ernstzen & Bitzer 2006). Two aspects of the learning environment, namely teaching and learning opportunities and clinical teacher roles and attributes, have been found to be the most significant in influencing learning (Gandy 1997;Chan 2001). …”

Section: Introductionmentioning

confidence: 99%

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Physiotherapy students’ and clinical teachers’ perceptions of clinical learning opportunities: A case study

2009

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Background: The attainment of clinical competence is a key outcome of physiotherapy programmes worldwide. Clinical education forms a core component of the training of physiotherapy students. Aims: The study on which this article is based aimed to investigate what physiotherapy students and clinical teachers at one physiotherapy training institution perceive as effective opportunities to facilitate learning in a clinical context. Methods: A survey of staff and students at the physiotherapy division at Stellenbosch University was undertaken as one element of a situational case study. All enrolled physiotherapy students with clinical education experience and all clinical teachers involved in the clinical education of these students were invited to participate. A purpose-built questionnaire was developed and validated before being administered. Results: The response rate was 80%. The clinical teaching and learning opportunities deemed most valuable for learning by students and teachers were demonstrations of patient management, feedback, discussions and assessment. Teachers and students varied in their perceptions of the learning value of peer assessment, self-assessment and reflection. Conclusions: The study provided indications for teachers on the valuable learning opportunities as perceived by students and teachers in a physiotherapy clinical setting. The activities perceived as most effective in facilitating learning in the clinical milieu were demonstrations of patient management, discussion, feedback and assessment. Participants indicated that they valued individual contact with teachers and that they learnt productively from discussions with the teachers. It was reported that immediate and verbal feedback improved the learning experience. Both formative assessment in the form of a mock assessment and summative assessment in the form of an end-of-block test were identified as important in facilitating learning. Further research is required on peer assessment, self-assessment and reflection to establish the role of these aspects of learning.

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Nursing students' views and satisfaction of their clinical learning environment in Singapore

Woo

2020

Nursing Open

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Clinical education provides essential and irreplaceable learning opportunities for nursing students in their pre-registration nursing education. A plethora of studies had contended the importance of clinical education that contributes to their valuable learning experiences from two perspectives. Firstly, clinical education facilitates the integration and translation of nursing students' theoretical knowledge from academia to practice, thereby enabling apprenticeship-based learning in a realistic clinical setting. This develops clinical skills crucial to their real-life professional practices (Chan, Tang,

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Combining qualitative and quantitative methods in assessing hospital learning environments

Cited by 93 publications

References 26 publications

Multilevel perspectives in clinical learning environments' assessment: An insight on levels involved in planning nursing education

Multilevel perspectives in clinical learning environments' assessment: An insight on levels involved in planning nursing education

Physiotherapy students’ and clinical teachers’ perceptions of clinical learning opportunities: A case study

Nursing students' views and satisfaction of their clinical learning environment in Singapore

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