Psychometric properties of the Norwegian version of the clinical learning environment comparison survey

Olaussen, Camilla; Jelsness-Jørgensen, Lars-Petter; Tvedt, Christine Raaen; Hofoss, Dag; Aase, Ingunn; Steindal, Simen Alexander

doi:10.1002/nop2.742

Cited by 4 publications

(3 citation statements)

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“…Our results provide evidence related to knowledge acquisition and meeting learning needs, which may justify the partial replacement of clinical hours in nursing homes by simulation training for first-year nursing students. In planning partial replacements of clinical hours, educators may be guided by tools such as the CLECS in their work to design simulation training that may compensate for learning needs that are not properly met in the clinical environment and thereby potentially negatively affect learning outcomes [ 36 ]. However, the number of clinical practice hours required in nursing education programmes is set by the relevant governing bodies; for example, the European Union directive specifies that 50% of the nursing education programme must be dedicated to clinical practice placements [ 52 ].…”

Section: Discussionmentioning

confidence: 99%

“…The CLECS was administered to the intervention group to examine the students’ perceptions of how well learning needs were met in the simulated versus the clinical environment 1 week following the clinical practice period. The CLECS is specifically designed for this purpose, and it has been psychometrically tested in Norwegian [ 36 , 37 ]. Items are scored using a four-point Likert scale: 1 = “Not met”, 2 = “Partially met”, 3 = “Met”, 4 = “Well met”, in addition to “not applicable”.…”

Section: Methodsmentioning

confidence: 99%

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Integrating simulation training during clinical practice in nursing homes: an experimental study of nursing students’ knowledge acquisition, self-efficacy and learning needs

et al. 2022

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Background Limited access to supervision, feedback and quality learning experiences pose challenges to learning in the clinical setting for first-year nursing students who are beginning their clinical experiences. Prior studies have indicated that simulation training, as a partial replacement of clinical practice hours, may improve learning. However, there has been little research on simulation training integrated as a partial replacement during first-year students’ clinical practice in nursing homes. The primary aim of this study was to examine first-year nursing students’ knowledge acquisition and self-efficacy in integrating a partial replacement of clinical hours in nursing homes with simulation training. Its secondary aim was to examine perceptions of how learning needs were met in the simulated environment compared with the clinical environment. Design The primary aim was addressed using an experimental design that included pre- and post-tests. The secondary aim was investigated using a descriptive survey-based comparison. Methods First-year students at a Norwegian university college (n = 116) were asked to participate. Those who agreed (n = 103) were randomly assigned to the intervention group (n = 52) or the control group (n = 51). A knowledge test, the General Self-efficacy Scale and the Clinical Learning Environment Comparison Survey were used to measure students’ outcomes and perceptions. The data were analysed using independent samples t-tests, chi-square tests and paired samples t-tests. Results Knowledge scores from pre- to post-tests were significantly higher in the intervention group than in the control group with a medium to large effect size (p < 0.01, Hedges’ g = 0.6). No significant differences in self-efficacy were identified. Significant differences (p < 0.05) were observed between the simulated and the clinical environment with regard to meeting learning needs; effect sizes ranged from small and medium to large (Cohen’s d from 0.3 to 1.0). Conclusion Integrating the partial replacement of clinical hours in nursing homes with simulation training for first-year nursing students was positively associated with knowledge acquisition and meeting learning needs. These findings are promising with regard to simulation as a viable partial replacement for traditional clinical practice in nursing homes to improve learning.

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Section: Discussionmentioning

confidence: 99%

Section: Methodsmentioning

confidence: 99%

Integrating simulation training during clinical practice in nursing homes: an experimental study of nursing students’ knowledge acquisition, self-efficacy and learning needs

et al. 2022

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“…The inventory may give feedback while designing and implementing clinical aspects of learning in nursing education and a useful strategy for improving the quality of courses. It could also be a tool to guide educators in their work, as previous results of research have shown [ 39 , 40 ].…”

Section: Discussionmentioning

confidence: 99%

Psychometric properities of the Polish version of clinical learning environment inventory

Bodys-Cupak

2021

BMC Nurs

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Background Clinical experience is a crucial activity for nursing students. The way students` perceive clinical placement exerts an immense influence on the learning process. This study aims to test the psychometric properties of a 19-item version of the Clinical Learning Environment Inventory under Polish clinical conditions. Method For this study, Discriminant validity and Cronbach’s alpha reliabilities were computed. In order to measure content validity, the criterion validity Generalized Self Efficacy Scale and the Life Orientation Test - Revised were used. Results Cronbach’s Alpha for the Clinical Facilitator Support of Learning Scale and the Satisfaction with Clinical Placement scale is 0.949 and 0.901, respectively. The Spearman’s rank correlation coefficient indicates the existence of a positive correlation between the students’ satisfaction with clinical placement and their [overall] life optimism. Age correlates negatively with perceived teacher support and positively with satisfaction with clinical placement. The sense of self-efficacy correlates negatively with their satisfaction with clinical placement. Clinical Learning Environment Inventory − 19 could be a useful tool to evaluate the quality of the clinical learning process in Polish conditions.

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Psychometric properties of the Norwegian version of the clinical learning environment comparison survey

et al. 2020

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Aim To translate The Clinical Learning Environment Comparison Survey (CLECS) into Norwegian and to evaluate the psychometric properties of the Norwegian version. Design A cross‐sectional survey including a longitudinal component. Methods The CLECS was translated into Norwegian following the World Health Organization guidelines, including forward translation, expert panel, back‐translation, pre‐testing and cognitive interviewing. Nursing students at a Norwegian university college were invited to participate in the study (psychometrical testing) based on informed consent. Reliability and validity of the translated version of CLECS were investigated using a confirmatory factor analysis (CFA), Cronbach's alpha and test–retest analysis. Results A total of 122 nursing students completed the questionnaire and Cronbach alphas for the CLECS subscales ranged from 0.69 to 0.89. CFA goodness‐of‐fit indices (χ2/df = 1.409, CFI = 0.915, RMSEA = 0.058) showed acceptable model fit. Test–retest ICC ranged from 0.55 to 0.75, except for two subscales with values below 0.5

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Psychometric properties of the Norwegian version of the clinical learning environment comparison survey

Cited by 4 publications

References 30 publications

Integrating simulation training during clinical practice in nursing homes: an experimental study of nursing students’ knowledge acquisition, self-efficacy and learning needs

Integrating simulation training during clinical practice in nursing homes: an experimental study of nursing students’ knowledge acquisition, self-efficacy and learning needs

Psychometric properities of the Polish version of clinical learning environment inventory

Psychometric properties of the Norwegian version of the clinical learning environment comparison survey

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