Abstract
AimTo translate The Clinical Learning Environment Comparison Survey (CLECS) into Norwegian and to evaluate the psychometric properties of the Norwegian version.DesignA cross‐sectional survey including a longitudinal component.MethodsThe CLECS was translated into Norwegian following the World Health Organization guidelines, including forward translation, expert panel, back‐translation, pre‐testing and cognitive interviewing. Nursing students at a Norwegian university college were invited to participate in the study (psychometrical testing) based on informed consent. Reliability and validity of the translated version of CLECS were investigated using a confirmatory factor analysis (CFA), Cronbach's alpha and test–retest analysis.ResultsA total of 122 nursing students completed the questionnaire and Cronbach alphas for the CLECS subscales ranged from 0.69 to 0.89. CFA goodness‐of‐fit indices (χ2/df = 1.409, CFI = 0.915, RMSEA = 0.058) showed acceptable model fit. Test–retest ICC ranged from 0.55 to 0.75, except for two subscales with values below 0.5
Highlights
It is well known that nursing students may experience challenges related to learning in clinical practice placements, such as lack of qualified supervision, limited clinical time and limited access to adequate learning experiences (Arkan et al, 2018; Morrell & Ridgway, 2014; Richardson et al, 2014)
Patient simulation may ensure that nursing students receive high-quality and complex learning situations, something that cannot be guaranteed in the traditional clinical practice placements (Gates et al, 2012)
The results of this study show that the Clinical Learning Environment Comparison Survey (CLECS) has potential as an instrument for assessment of student learning in the Norwegian nursing education
Summary
It is well known that nursing students may experience challenges related to learning in clinical practice placements, such as lack of qualified supervision, limited clinical time and limited access to adequate learning experiences (Arkan et al, 2018; Morrell & Ridgway, 2014; Richardson et al, 2014). To ensure an adequate clinical nursing education, the use of patient simulation as a learning strategy has increased considerably worldwide (Breymier et al, 2015; Gates et al, 2012; Hayden et al, 2014). Patient simulation may ensure that nursing students receive high-quality and complex learning situations, something that cannot be guaranteed in the traditional clinical practice placements (Gates et al, 2012). To evaluate the clinical and simulated practice so that both strategies can be optimally combined in nursing education programmes, valid evaluation tools are needed (Gu et al, 2018)
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