Clinical Learning Environment Inventory: factor analysis

2010 ◽  
Vol 66 (6) ◽  
pp. 1371-1381 ◽  
Author(s):  
Jennifer M. Newton ◽  
Brian C. Jolly ◽  
Cherene M. Ockerby ◽  
Wendy M. Cross
Keyword(s):  
Factor Analysis ◽  
Learning Environment ◽  
Clinical Learning ◽  
Clinical Learning Environment

Examination of the Structural Validity of the Clinical Learning Environment Inventory Using Exploratory Factor Analysis

2019 ◽  
Vol 27 (2) ◽  
pp. 210-220 ◽  
Author(s):  
Sharon S. Hudacek ◽  
Mary Jane K. DiMattio ◽  
Audrey Schnell ◽  
Catherine P. Lovecchio
Keyword(s):  
Factor Analysis ◽  
Nursing Students ◽  
Learning Environment ◽  
Exploratory Factor Analysis ◽  
Clinical Learning ◽  
Clinical Learning Environment ◽  
Structural Validity ◽  
Student Welfare ◽  
Weighted Factor ◽  
Using Data

Background and PurposeThis study tested the psychometrics of the Clinical Learning Environment Inventory (CLEI—actual version), a tool designed to measure the perceptions of nursing students' clinical learning. The developer of the CLEI did not report structural validity.MethodExploratory factor analysis (EFA) was performed using data from 311 licensure nursing students to assess the CLEI's proposed dimensions or structural validity.ResultsThe Kaiser–Meyer–Olkin (KMO) test indicated acceptable sampling adequacy. Analysis of four different models, while retaining items with factor loadings >0.35, resulted in a four-factor solution with 32 items. The factors were renamed: Concern for Student Welfare (the highest weighted factor); Organized/Effective Teaching; Enjoyment of Clinical Learning; and Student Decision-Making.ConclusionsThis study suggests that the 32 item four-factor CLEI is sufficiently structurally valid and reliable for further testing.

Development and Testing of the Collaboration in the Clinical Learning Environment Tool

2017 ◽  
Vol 25 (2) ◽  
pp. 353-369
Author(s):  
Katie Hooven
Keyword(s):  
Factor Analysis ◽  
Nursing Education ◽  
Learning Environment ◽  
Principal Component ◽  
Principal Component Factor Analysis ◽  
Tool Development ◽  
Clinical Learning ◽  
Clinical Learning Environment ◽  
Education Practice ◽  
Expert Review

Background and Purpose: This study was done to develop and psychometrically test the Collaboration in the Clinical Learning Environment (CCLE) tool. The researcher acknowledged 2 distinct populations that required input into this particular tool development: staff nurses and nursing faculty members. Both have influence into student learning. Methods: Research followed the 8-step methodology for tool development as defined by DeVellis. Results: Reliability testing was done on the 24-item CCLE, which confirmed a Cronbach’s alpha of .96. Exploratory factor analysis with principal component factor analysis was done to examine the structure of the instrument. Validity was supported through the content expert review, along with concurrent validity. Conclusions: Although collaboration has been emphasized for many years in the clinical learning environment, the construct has never been successfully operationalized. Implications for nursing education, practice, and theory are discussed.

Exploratory Factor Analysis of the Indonesian Version of the Clinical Learning Environment, Supervision, and Nurse Teacher Scale (CLES + T)

2021 ◽  
pp. JNM-D-19-00067
Author(s):  
Christine L. Sommers ◽  
Ian Ruddy Mambu ◽  
Lisa McKenna ◽  
Sonia Reisenhofer ◽  
Julie McCaughan
Keyword(s):  
Factor Analysis ◽  
Nursing Students ◽  
Learning Environment ◽  
Psychometric Properties ◽  
Exploratory Factor Analysis ◽  
Reliability And Validity ◽  
Clinical Learning ◽  
Clinical Learning Environment ◽  
Cronbach’S Alpha ◽  
Cronbach's Alpha

Background and PurposeThe purpose of this article is to describe an evaluation of psychometric properties of the Indonesian version of the Clinical Learning Environment, Supervision, and Nurse Teacher (CLES + T) scale, a scale that measures nursing students' perceptions of their clinical learning environment.MethodsThe CLES + T was completed by 292 nursing students. Inter-item correlations, exploratory factor analysis, Cronbach's alpha, and evidence of validity were used to examine reliability and validity.ResultsFour factors were extracted that explained 58% of the variance. Cronbach alphas ranged from .86–.95. Wording to describe different titles of supervisors was unclear to some of the participants.ConclusionThe Indonesian version of the CLES + T is a reliable version. More research is needed to clarify some of the wording.

Exploratory Factor Analysis of the Clinical Learning Environment, Supervision and Nurse Teacher Scale (CLES+T)

2014 ◽  
Vol 22 (1) ◽  
pp. 164-180 ◽  
Author(s):  
Paul Barry Watson ◽  
Philippa Seaton ◽  
Deborah Sims ◽  
Isabel Jamieson ◽  
Jane Mountier ◽  
...  
Keyword(s):  
Factor Analysis ◽  
New Zealand ◽  
Learning Environment ◽  
Construct Validity ◽  
Learning Environments ◽  
Exploratory Factor Analysis ◽  
Clinical Learning ◽  
Clinical Learning Environment ◽  
Internal Reliability ◽  
Cronbach's Alpha

Background and Purpose: The Clinical Learning Environment, Supervision and Nurse Teacher (CLES+T) scale measures student nurses’ perceptions of clinical learning environments. This study evaluates the construct validity and internal reliability of the CLES+T in hospital settings in New Zealand. Comparisons are made between New Zealand and Finnish data. Methods: The CLES+T scale was completed by 416 Bachelor of Nursing students following hospital clinical placements between October 2008 and December 2009. Construct validity and internal reliability were assessed using exploratory factor analysis and Cronbach’s alpha. Results: Exploratory factor analysis supports 4 factors. Cronbach’s alpha ranged from .82 to .93. All items except 1 loaded on the same factors found in unpublished Finnish data. The first factor combined 2 previous components from the published Finnish component analysis and was renamed: connecting with, and learning in, communities of clinical practice. The remaining 3 factors (Nurse teacher, Supervisory relationship, and Leadership style of the manager) corresponded to previous components and their conceptualizations. Conclusion: The CLES+T has good internal reliability and a consistent factor structure across samples. The consistency across international samples supports faculties and hospitals using the CLES+T to benchmark the quality of clinical learning environments provided to students.

Cultivating critical thinking in the clinical learning environment

2000 ◽  
Vol 64 (8) ◽  
pp. 610-615 ◽  
Author(s):  
LS Behar-Horenstein ◽  
TA Dolan ◽  
FJ Courts ◽  
GS Mitchell
Keyword(s):  
Critical Thinking ◽  
Learning Environment ◽  
Clinical Learning ◽  
Clinical Learning Environment

scholarly journals Psychometric properities of the Polish version of clinical learning environment inventory

BMC Nursing ◽  
2021 ◽  
Vol 20 (1) ◽  
Author(s):  
Iwona Bodys-Cupak
Keyword(s):  
Learning Environment ◽  
Learning Process ◽  
Self Efficacy ◽  
Discriminant Validity ◽  
Clinical Placement ◽  
Clinical Learning ◽  
Clinical Learning Environment ◽  
Cronbach’S Alpha ◽  
Life Orientation Test ◽  
Cronbach's Alpha

Abstract 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.

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

Nursing Open ◽  
2020 ◽  
Author(s):  
Camilla Olaussen ◽  
Lars‐Petter Jelsness‐Jørgensen ◽  
Christine Raaen Tvedt ◽  
Dag Hofoss ◽  
Ingunn Aase ◽  
...  
Keyword(s):  
Learning Environment ◽  
Psychometric Properties ◽  
Clinical Learning ◽  
Clinical Learning Environment ◽  
Norwegian Version
Sign in / Sign up

Export Citation Format

Share Document