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.

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 The Clinical Learning Environment, Supervision and Nurse Teacher Scale (CLES+T): psychometric properties measured in the context of postgraduate nursing education

2020 ◽  
Author(s):  
Dorota Ozga ◽  
Aleksandra Gutysz-Wojnicka ◽  
Bogumił Lewandowski ◽  
Beata Dobrowolska
Keyword(s):  
Nursing Education ◽  
Learning Environment ◽  
Psychometric Properties ◽  
Nursing Care ◽  
Clinical Learning ◽  
Supervisory Relationship ◽  
Clinical Learning Environment ◽  
Cronbach’S Alpha ◽  
Cronbach's Alpha ◽  
Undergraduate Nursing

Abstract Background. The Clinical Learning Environment, Supervision and Nurse Teacher Scale https://www.youtube.com/watch?v=4HFG5RyQPqY(CLES+T) instrument is internationally used for the evaluation of clinical learning environment in undergraduate nursing education. However, no evidence is available on the possible applications of this instrument in the context of postgraduate nursing education. Purpose. To examine the basic psychometric properties of CLES+T in the context of clinical postgraduate nursing education in Poland.Methods. Study among a sample of 417 nurses participating in the clinical postgraduate training in Poland. Results. Cronbach’s alpha for the total scale was 0.97. A five-factor structure was confirmed in accordance with the assumptions adopted by the authors of the original version of the scale. Cronbach’s alpha coefficient for the Polish version of the CLES+T subscales ranged from 0.83 (Nursing care on the ward) to 0.95 (The content of supervisory relationship). The mean results for individual subscales ranged from 4.52±0.63 for nursing care on the ward to 4.73±0.45 for role of the nurse teacher. Conclusions. Having shown satisfactory psychometric properties, CLES+T can be considered a useful instrument to assess those elements of clinical learning environment which are important for the assurance of education quality at the postgraduate level.

scholarly journals The Clinical Learning Environment, Supervision and Nurse Teacher Scale (CLES+T): psychometric properties measured in the context of postgraduate nursing education

2019 ◽  
Author(s):  
Dorota Ozga ◽  
Aleksandra Gutysz-Wojnicka ◽  
Bogumił Lewandowski ◽  
Beata Dobrowolska
Keyword(s):  
Nursing Education ◽  
Learning Environment ◽  
Psychometric Properties ◽  
Nursing Care ◽  
Clinical Learning ◽  
Supervisory Relationship ◽  
Clinical Learning Environment ◽  
Cronbach’S Alpha ◽  
Cronbach's Alpha ◽  
Undergraduate Nursing

Abstract Background. The CLES+T instrument is internationally used for evaluation of clinical learning environment in undergraduate nursing education. However, no evidence is available on the possible applications of this instrument in the context of postgraduate nursing education. Purpose. To examine the basic psychometric properties of the CLES+T in the context of clinical postgraduate nursing education in Poland. Methods. Study among a sample of 417 nurses participating in the clinical postgraduate training in Poland. Results. Cronbach’s alpha for the total scale was 0.97. A five-factor structure was confirmed in accordance with the assumptions adopted by the authors of the original version of the scale. Cronbach’s alpha coefficient for the Polish version of the CLES+T subscales ranged from 0.83 (Nursing care on the ward) to 0.95 (The content of supervisory relationship). The mean results for individual subscales ranged from 4.52±0.63 for nursing care on the ward to 4.73±0.45 for role of the nurse teacher. Conclusions. Having shown satisfactory psychometric properties, CLES+T can be considered a useful instrument to assess those elements of clinical learning environment which are important for the assurance of education quality at the postgraduate level.

scholarly journals The Clinical Learning Environment, Supervision and Nurse Teacher Scale (CLES+T): psychometric properties measured in the context of postgraduate nursing education

2020 ◽  
Author(s):  
Dorota Ozga ◽  
Aleksandra Gutysz-Wojnicka ◽  
Bogumił Lewandowski ◽  
Beata Dobrowolska
Keyword(s):  
Nursing Education ◽  
Learning Environment ◽  
Psychometric Properties ◽  
Nursing Care ◽  
Clinical Learning ◽  
Supervisory Relationship ◽  
Clinical Learning Environment ◽  
Cronbach’S Alpha ◽  
Cronbach's Alpha ◽  
Undergraduate Nursing

Abstract Background . The Clinical Learning Environment, Supervision and Nurse Teacher Scale ( CLES+T) instrument is internationally used for the evaluation of clinical learning environment in undergraduate nursing education. However, no evidence is available on the possible applications of this instrument in the context of postgraduate nursing education. Purpose . To examine the basic psychometric properties of CLES+T in the context of clinical postgraduate nursing education in Poland. Methods . Study among a sample of 417 nurses participating in the clinical postgraduate training in Poland. Results . Cronbach’s alpha for the total scale was 0.97. A five-factor structure was confirmed in accordance with the assumptions adopted by the authors of the original version of the scale. Cronbach’s alpha coefficient for the Polish version of the CLES+T subscales ranged from 0.83 ( Nursing care on the ward ) to 0.95 ( The content of supervisory relationship ). The mean results for individual subscales ranged from 4.52±0.63 for nursing care on the ward to 4.73±0.45 for role of the nurse teacher . Conclusions . Having shown satisfactory psychometric properties, CLES+T can be considered a useful instrument to assess those elements of clinical learning environment which are important for the assurance of education quality at the postgraduate level.

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.

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 Factor Structure and Psychometric Properties of Persian Version of Relationship Emotional Schema Scale Among Iranian Victims of Domestic Violence

2021 ◽  
Vol In Press (In Press) ◽  
Author(s):  
Abbas Masoudzadeh ◽  
Somayeh Alami ◽  
Mehdi Pourasghar ◽  
Yazdan Naderi Rajeh
Keyword(s):  
Domestic Violence ◽  
Factor Analysis ◽  
Psychometric Properties ◽  
Exploratory Factor Analysis ◽  
Factor Structure ◽  
Positive Relationship ◽  
Two Dimensions ◽  
Alpha Coefficient ◽  
Cronbach’S Alpha ◽  
Cronbach's Alpha

Background: After introducing the emotional schema model, two questionnaires are proposed to assess this structure. This study is the first validation research on the Relationship Emotional Schema scale (RESS) worldwide. Objectives: The present study aimed to assess the factor structure and psychometric properties of RESS among Iranian victims of domestic violence. Materials and Methods: This study used a correlational method, and the research population encompassed couples with the experience of domestic violence, who had referred to the Forensics Center of Sari Province in 2018. The sample size of the study was determined to be 227 persons selected by the convenience sampling method. To implement RESS for Iranian population after back translation, a pilot study was conducted on 50 persons. Moreover, internal consistency and exploratory factor analysis were performed to check its structure validity. Results: Fourteen items have a significant correlation with the scores of the relevant subscale (negative and positive relationship emotional schema). The reliability of these two dimensions was acceptable, as confirmed by Cronbach’s alpha coefficient with a range of 0.68 to 0.74. The total value of Cronbach’s alpha coefficient was 0.71. Exploratory factor analysis revealed four factors of RESS. Furthermore, a two-factor structure was extracted, and the correlation between items confirmed the structure validity of the scale. Convergent validity analyses revealed that negative and positive relationship emotional schemas had a significant correlation with the domestic violence domains and its total score and with neuroticism and extraversion. Conclusions: According to the present findings, RESS can be utilized in research and clinical practice.

scholarly journals Transcultural Adaptation and Validation of the Spanish Version of the Sexual Satisfaction Scale for Women (SSS-W-E)

2021 ◽  
Vol 18 (18) ◽  
pp. 9663
Author(s):  
Regina Ruiz de Viñaspre-Hernández ◽  
Rosana Garrido-Santamaria ◽  
Raquel Urra-Martínez ◽  
Paula Sáenz-Cabredo ◽  
Jesús Martínez-Tofe ◽  
...  
Keyword(s):  
Factor Analysis ◽  
Sexual Health ◽  
Psychometric Properties ◽  
Exploratory Factor Analysis ◽  
Sexual Satisfaction ◽  
Spanish Version ◽  
Cronbach’S Alpha ◽  
Satisfaction Scale ◽  
Cronbach's Alpha ◽  
Reliable Tool

Background: Sexual satisfaction is a complex and multidimensional concept. It encompasses physical, emotional, relational and cultural dimensions, and constitutes an essential component of sexual health, as well as an indicator of quality of life and wellbeing. The Sexual Satisfaction Scale for Women (SSS-W) was designed in the United States, and it is a valid and reliable tool to measure women’s sexual satisfaction. Aim: The aim of this study was to culturally adapt and translate the SSS-W into Spanish and analyze its psychometric properties. Methods: First, the original instrument was culturally adapted and translated from English to Spanish. Then, we tested the psychometric properties of the instrument in its Spanish version in a sample of 316 women who attended a family planning clinic in Logroño, Spain. Internal consistency reliability of the whole scale and each subscale separately was measured using Cronbach’s alpha. Factorial validity of the SSS-W in its Spanish version was analyzed using exploratory factor analysis through the Kaiser–Meyer–Olkin measure of sample adequacy and Bartlett’s Sphericity test. Results: The Cronbach’s alpha coefficients of the total scale and each subscale were satisfactory (>0.7). Exploratory factor analysis confirmed the five hypothetical dimensions of the scale in its Spanish version. The five dimensions (contentment, communication, compatibility, relational concern, and personal concern) explained 60% of the total variance of the scale; factor analysis using varimax rotation revealed strong loads in each of the five components. Conclusions: The SSS-W in its Spanish version is a valid and reliable tool to assess sexual satisfaction in Spanish women of reproductive age and, therefore, can be used both in clinical practice and for the investigation of sexual health.

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