Development of an innovative tool to assess hospital learning environments

Chan, Dominic S.K.

doi:10.1054/nedt.2001.0595

Cited by 86 publications

(99 citation statements)

References 26 publications

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“…The CLEI was developed by Chan [27], based on three dimensions relevant in all tertiary learning environments: relationship dimensions, personal development dimensions, and system maintenance and system change dimensions [27] (2), and strongly disagree (1). Omitted or invalid responses are scored 3 [22].…”

Section: Instrumentation and Data Collectionmentioning

confidence: 99%

Nursing Students’ Clinical Learning Environment in Norwegian Nursing Homes: Lack of Innovative Teaching and Learning Strategies

Berntsen¹,

Bjørk²,

Brynildsen³

2017

OJN

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Background: Nursing students hesitate to choose aged care as a career, and the aged care sectors are on an edge regarding nursing positions. Clinical learning environments may influence nursing students' career choices. Few studies have explored learning environments in nursing homes, although students increasingly have placements there. Objectives: The aim was to produce information for developing nursing students' learning opportunities in nursing homes. Design: A cross-sectional survey design was used. Settings: The study was conducted at a university college in southeast Norway. Participants: Students in two cohorts of a bachelor degree program in nursing participated, N = 499. Methods: Data were collected on nursing students' perceptions of clinical learning environments during placements in five nursing homes. A 42-item validated questionnaire with the subscales personalization, individualization, involvement, task orientation, innovation, and satisfaction was used. Data analysis used descriptive statistics, t-tests, and linear regression analysis. Results: Total scores showed overall satisfaction with clinical learning environments in nursing homes. However, innovation subscale scores were very low. First year students had significantly higher scores than third year students on the total scale, and most subscales. Age was significantly associated with total scale scores and subscale satisfaction scores. Higher education and work experience before entering nursing education were significantly associated with involvement subscale scores. Conclusions: Students are more positive than negative about their clinical learning environments. Low valuation of innovation seems to be a consistent finding in studies in both nursing homes

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Section: Instrumentation and Data Collectionmentioning

confidence: 99%

Nursing Students’ Clinical Learning Environment in Norwegian Nursing Homes: Lack of Innovative Teaching and Learning Strategies

Berntsen¹,

Bjørk²,

Brynildsen³

2017

OJN

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“…Tool (1): Socio demographic data such as (sex , age, students grade ) b. Tool (2): the Clinical Learning Environment Inventory (CLEI) originally developed by Professor Chan (2001), in which its modified Farsi version (Actual and Preferred forms) consisting 42 items, 6 scales and 7 items per scale was used. The CLEI six domains are personalization, student satisfaction, involvement, individualization, task orientation and innovation (Chan & Ip, 2007).…”

Section: Sample Sizementioning

confidence: 99%

“…Responses to each item are marked on a four-point Likert-type scale with the following response alternatives: 5 (strongly agree), 4 (agree), 2 (disagree) and 1 (strongly disagree). Omitted or invalid responses were scored 3 as suggested by Chan (2001). To calculate mean scores, the scores on negative items were reversed.…”

Section: Task Orientation Student Satisfactionmentioning

confidence: 99%

Creating a positive learning environment for adult

Mostafa

2017

IJLT

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The key requirements for creating a positive learning environment do not come readily packaged. Instructors can then implement the concepts to keep students motivated and engaged in the learning process. The aim of study is to Creating a Positive Learning Environment for Adults; by assessing Nursing Students perceptions regarding Clinical Learning Environments in Beni -Suef University (actual and expected). A sample of 127 students in nursing faculty, Beni-Suef University from third and fourth grade in the first semester of the academic year 2014/2015.Tools: Structured interviewing questionnaire sheet, which include: Tool (1): Socio demographic data, Tool (2): the Clinical Learning Environment Inventory (CLEI) originally developed by Professor Chan (2001).Results: The results indicated that there were significant differences between the preferred and actual form in all six scales. In other word, comparing with the actual form, the mean scores of all items in the preferred form were higher. The maximum mean difference was in innovation and the highest mean difference was in involvement scale. Conclusion: It is concluded that nursing students do not have a positive perception of their actual clinical teaching environment and this perception is significantly different from their perception of their expected environment

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“…The relationship between teacher and student affects the undergraduate performance (Orland-Barack and Wilhelem, 2005;Alvaro et al, 2009) and is considered a positive aspect between teachers and students (Wilkes, 2006). Student evaluation should create a supporting learning environment and a positive atmosphere for the student (Jokelainen et al, 2011;Saarikoski et al, 2002;Pearcey and Elliott, 2004) that encourages good relationship with colleagues, discussions and encourages students' curiosity (Kell and Jones, 2007;Senge, 2006;Henderson et al, 2012;Chan, 2001). In addition, during the learning process students want to be treated as individuals and colleagues so students' learning independence, responsibility and self-management are increasingly important (Andrews and Chilton, 2000).…”

Section: Contents Lists Available At Sciencedirectmentioning

confidence: 99%

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

Macale

Scialò

Sarra

et al. 2014

Nurse Education Today

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To evaluate all the variables that affect nursing education is important for nursing educators to have valid and reliable instruments that can measure the perceived quality of the Bachelor Degree in Nursing. This study testing the Scale for Quality Evaluation of the Bachelor Degree in Nursing instrument and its psychometric properties with a descriptive design. Participant were first, second and third year students of the Bachelor Degree in Nursing Science from three Italian universities. The Scale for Quality Evaluation of Bachelor Degree in Nursing consists of 65 items that use a 4 point Likert scale ranging from "strongly disagree" to "strongly agree". The instrument comes from a prior version with 41 items that were modified and integrated with 24 items to improve reliability. Six hundred and fifty questionnaires were completed and considered for the present study. The mean age of the students was 24.63 years, 65.5% were females. Reliability of the scale resulted in a very high Cronbach's alpha (0.96). The construct validity was tested with factor analysis that showed 7 factors. The Scale for Quality Evaluation of the Bachelor Degree in Nursing, although requiring further studies, represents a useful instrument to measure the quality of the Bachelor Nursing Degree.

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Development of an innovative tool to assess hospital learning environments

Cited by 86 publications

References 26 publications

Nursing Students’ Clinical Learning Environment in Norwegian Nursing Homes: Lack of Innovative Teaching and Learning Strategies

Nursing Students’ Clinical Learning Environment in Norwegian Nursing Homes: Lack of Innovative Teaching and Learning Strategies

Creating a positive learning environment for adult

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

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