Validating the ‘clinical learning environment, supervision and nurse teacher’ CLES+T instrument in primary healthcare settings using confirmatory factor analysis

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.

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

Journal of Nursing Measurement ◽

10.1891/1061-3749.25.2.353 ◽

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.

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Validation of the French translation of the Dutch Residency Educational Climate Test

10.21203/rs.2.13212/v4 ◽

2020 ◽

Author(s):

Anass Mohammed Majbar ◽

Yassin Majbar ◽

Amine Benkabbou ◽

Laila Amrani ◽

Abdeslam Bougtab ◽

...

Keyword(s):

Factor Analysis ◽

Confirmatory Factor Analysis ◽

Learning Environment ◽

Internal Consistency ◽

French Translation ◽

Mean Square ◽

French Version ◽

Confirmatory Factor ◽

Educational Climate ◽

Good Internal Consistency

Abstract BackgroundThe learning environment is one of the most influential factors in training of medical residents. The Dutch Residency Educational Climate Test (D-RECT) is one of the strongest instruments for measuring the learning environment. However, it has not been translated in French. The objective of this study is the psychometric validation of the DRECT French version.Material and methodsAfter translation of the D-RECT questionnaire into French, residents of five Moroccan hospitals were invited to complete the questionnaire between July and September 2018. Confirmatory factor analysis was used to evaluate the validity of the construct using the standardized root mean square residual (SRMR), the root mean square error approximation (RMSEA), the Comparative Fit Index (CFI) and the Tucker- Lewis Index (TLI). Reliability analysis was analysed using Internal consistency and Test-retest.ResultsDuring the study period, 211 residents completed the questionnaire. Confirmatory factor analysis showed an adequate model fit with the following indicators: SRMR = 0.058 / RMSEA = 0.07 / CFI = 0.88 / TLI = 0.87. The French translation had a good internal consistency (Cronbach alpha score > 0.7 for all subscales) and a good temporal stability (correlation score between two measurements = 0.89). Conclusion This French version has an acceptable validity of the construct, a good internal consistency and good temporal reliability, and may be used to evaluate the learning climate. Additional research is necessary in other French-speaking contexts, in order to confirm these results.

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Medical students’ feedback regarding their clinical learning environment in primary healthcare: a qualitative study

BMC Medical Education ◽

10.1186/s12909-016-0837-4 ◽

2016 ◽

Vol 16 (1) ◽

Cited By ~ 2

Author(s):

Helena Salminen ◽

Eva Öhman ◽

Terese Stenfors-Hayes

Keyword(s):

Medical Students ◽

Qualitative Study ◽

Learning Environment ◽

Primary Healthcare ◽

Clinical Learning ◽

Clinical Learning Environment

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Validation of the French translation of the Dutch residency educational climate test

BMC Medical Education ◽

10.1186/s12909-020-02249-4 ◽

2020 ◽

Vol 20 (1) ◽

Author(s):

Mohamed Anass Majbar ◽

Yassin Majbar ◽

Amine Benkabbou ◽

Laila Amrani ◽

Abdeslam Bougtab ◽

...

Keyword(s):

Factor Analysis ◽

Confirmatory Factor Analysis ◽

Learning Environment ◽

Internal Consistency ◽

French Translation ◽

Mean Square ◽

French Version ◽

Confirmatory Factor ◽

Educational Climate ◽

Good Internal Consistency

Abstract Background The learning environment is one of the most influential factors in training of medical residents. The Dutch Residency Educational Climate Test (D-RECT) is one of the strongest instruments for measuring the learning environment. However, it has not been translated in French. The objective of this study is the psychometric validation of the DRECT French version. Material and methods After translation of the D-RECT questionnaire into French, residents of five Moroccan hospitals were invited to complete the questionnaire between July and September 2018. Confirmatory factor analysis was used to evaluate the validity of the construct using the standardized root mean square residual (SRMR), the root mean square error approximation (RMSEA), the Comparative Fit Index (CFI) and the Tucker- Lewis Index (TLI). Reliability analysis was analysed using Internal consistency and Test-retest. Results During the study period, 211 residents completed the questionnaire. Confirmatory factor analysis showed an adequate model fit with the following indicators: SRMR = 0.058 / RMSEA = 0.07 / CFI = 0.88 / TLI = 0.87. The French translation had a good internal consistency (Cronbach alpha score > 0.7 for all subscales) and a good temporal stability (correlation score between two measurements = 0.89). Conclusion This French version has an acceptable validity of the construct, a good internal consistency and good temporal reliability, and may be used to evaluate the learning climate. Additional research is necessary in other French-speaking contexts, in order to confirm these results.

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An Overview of Confirmatory Factor Analysis and Item Response Analysis Applied to Instruments to Evaluate Primary Healthcare

Healthcare Policy | Politiques de Santé ◽

10.12927/hcpol.2011.22694 ◽

2011 ◽

Vol 7 (SP) ◽

pp. 79-92 ◽

Cited By ~ 8

Author(s):

Darcy Santor ◽

Jeannie Haggerty ◽

Jean-Frédéric Lévesque ◽

Frederick Burge ◽

Marie-Dominique Beaulieu ◽

...

Keyword(s):

Factor Analysis ◽

Confirmatory Factor Analysis ◽

Item Response ◽

Primary Healthcare ◽

Response Analysis ◽

Confirmatory Factor

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

Journal of Nursing Measurement ◽

10.1891/jnm-d-19-00067 ◽

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.

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Validation of the French translation of the Dutch Residency Educational Climate Test

10.21203/rs.2.13212/v1 ◽

2019 ◽

Author(s):

Anass Mohammed Majbar ◽

Yassin Majbar ◽

Amine Benkabbou ◽

Laila Amrani ◽

Abdeslam Bougtab ◽

...

Keyword(s):

Factor Analysis ◽

Confirmatory Factor Analysis ◽

Learning Environment ◽

Internal Consistency ◽

Temporal Stability ◽

Psychometric Validation ◽

French Translation ◽

French Version ◽

Confirmatory Factor ◽

Educational Climate

Abstract BackgroundThe learning environment is one of the most influential factors in training of medical residents. The Dutch Residency Educational Climate Test (DRECT) is one of the strongest instruments for measuring the learning environment. However, it has not been translated in French. The objective of this study is the psychometric validation of the DRECT French version. MethodsAfter translation of the DRECT questionnaire into French, residents of five Moroccan hospitals were invited to complete the questionnaire between July and September 2018. Internal consistency, temporal stability and confirmatory factor analysis were used to analyze psychometric properties of the translated version. ResultsDuring the study period, 211 residents completed the questionnaire. The French version had a good internal consistency (Cronbach alpha score = 0.95) and a good temporal stability (correlation score between two measurements = 0.89). Confirmatory factor analysis showed an adequate model fit with the following indicators: SRMR = 0.058 / RMSEA = 0.07 / CFI = 0.88 / TLI = 0.87. ConclusionThis study enabled the psychometric validation of DRECT French translation. It could be used to evaluate the residency learning environment in francophone countries.

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

Journal of Nursing Measurement ◽

10.1891/1061-3749.22.1.164 ◽

2014 ◽

Vol 22 (1) ◽

pp. 164-180 ◽

Cited By ~ 9

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.

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