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.

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.

scholarly journals Creating a positive learning environment for adult

2017 ◽  
Vol 9 (3) ◽  
pp. 378-387 ◽  
Author(s):  
Amal Roshdi A.Mostafa
Keyword(s):  
Nursing Education ◽  
Nursing Students ◽  
Learning Environment ◽  
Clinical Teaching ◽  
Demographic Data ◽  
Mean Difference ◽  
Clinical Learning ◽  
Clinical Learning Environment ◽  
Actual Form ◽  
Positive Learning Environment

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. Key words: adult learner, positive learning environment, Clinical learning environment, Nursing education, Nursing student

scholarly journals Factors influencing the effectiveness of clinical learning environment in nursing education

2016 ◽  
Vol 7 (3) ◽  
pp. 470-475 ◽  
Author(s):  
Elena Gurková ◽  
Katarína Žiaková ◽  
Silvia Cibríková ◽  
Dagmar Magurová ◽  
Anna Hudáková ◽  
...  
Keyword(s):  
Nursing Education ◽  
Learning Environment ◽  
Clinical Learning ◽  
Clinical Learning Environment ◽  
Factors Influencing

scholarly journals Studying the Learning Environment of EL Newcomer Students in the Schooling Process

2020 ◽  
Vol 2 (1) ◽  
pp. p1
Author(s):  
Hector Rivera ◽  
Bizhu He ◽  
Julia Lynch ◽  
Sara Castro-Olivo
Keyword(s):  
Factor Analysis ◽  
Learning Environment ◽  
Learning Environments ◽  
Quantitative Methods ◽  
Principal Component ◽  
The United States ◽  
Principal Component Factor Analysis ◽  
Classroom Learning ◽  
Schooling Process ◽  
Newcomer Students

In this study, we examined the schooling process of newcomer students in secondary urban schools involving survey research with newcomers and other ELs (n=268). Additionally, we conducted focus groups with students (n=10) and educators (n=12). Through qualitative measures, we examined: (a) grade level placement, (b) content area placement, and (c) academic challenges confounded by L1 proficiency, previous academic experiences, and socio-cultural experiences among newcomers. We employed quantitative methods (e.g., Descriptive, Chi Square, Factor Analysis) to detect group differences in regard to perceptions of the classroom learning environment as a function of time in the United States. In general, the Principal Component Factor analysis yielded ten factors that accounted for 66.8% of the variance. These factors provide insight into key components for the development of effective classroom learning environments in order to serve EL newcomers in the schooling process. The implications for teaching and learning practices within the classroom and school learning environments of EL newcomers are discussed.

scholarly journals Nursing Education and Service Collaboration: Making a Difference in the Clinical Learning Environment

2005 ◽  
Vol 36 (6) ◽  
pp. 271-276 ◽  
Author(s):  
Sheri P Palmer ◽  
Amy Harmer Cox ◽  
Lynn Clark Callister ◽  
Vickie Johnsen ◽  
Geraldine Matsumura
Keyword(s):  
Nursing Education ◽  
Learning Environment ◽  
Clinical Learning ◽  
Clinical Learning Environment ◽  
Making A Difference ◽  
Service Collaboration
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