Psychometric properities of the Polish version of clinical learning environment inventory

Iwona Bodys-Cupak

doi:10.1186/s12912-021-00649-5

Abstract

BackgroundClinical 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.MethodFor 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.ResultsCronbach’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.

Highlights

Clinical experience is a crucial activity for nursing students
Clinical Learning Environment Inventory − 19 could be a useful tool to evaluate the quality of the clinical learning process in Polish conditions
The clinical environment provides an optimal place to learn from role-models and to practice nursing skills. It follows that the way studentsperceive clinical placement exerts an immense influence on the learning process

Summary

Introduction

Clinical experience is a crucial activity for nursing students. The way studentsperceive clinical placement exerts an immense influence on the learning process. Clinical placement is an irreplaceable learning environment, very not similar to the university classroom, and this experience is, a crucial activity in nursing instruction. The clinical environment provides an optimal place to learn from role-models and to practice nursing skills. It follows that the way studentsperceive clinical placement exerts an immense influence on the learning process. Students acquire skills most successfully in clinical environments that. Both the development of clinical skills and hands-on practice in clinical settings enable professional socialisation [7]. It has been demonstrated that the way students perceive their clinical learning setting affects their overall success as well as their learning outcomes [8]

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