Some is not everything? Designing an instrument that measures the clinical learning environment holistically
DOI:
https://doi.org/10.18552/ijpblhsc.v12i1.818Abstract
This article describes the development as well as face and content validation of an instrument for measuring the clinical learning environment of professional healthcare students. A methodological research design was used to develop the instrument and a Delphi technique was used to determine face and content validity. The research was conducted systematically in two phases to construct the instrument, and to establish face and content validity. Phase 1 comprised a general literature overview to identify existing instruments. The retrieved instruments were thematically analysed into the four themes of atmosphere, teamwork, workload and learning opportunities, and then the first version instrument was drafted. In Phase 2, the first version instrument was evaluated for face and content validity. Thirty-six healthcare professional experts responded in the consensus Delphi study, and consensus was reached after three rounds. A consensus Delphi study confirmed the face and content validity of 62 items. The second version of the new instrument was determined. A new holistic clinical learning environment measuring instrument, based on existing instruments, was developed to promote quality student placements.
References
Aktas, Y.Y., & Karabulut, N. (2016). A survey on Turkish nursing students’ perception of clinical learning environment and its association with academic motivation and clinical decision making. Nurse Education Today, 36(1):124-128. https://doi.org/10.1016/j.nedt.2015.08.015
Anderson, A., Cant, R., & Hood, K. (2014). Measuring students perceptions of interprofessional clinical placements: Development of the Interprofessional Clinical Placement Learning Environment Inventory. Nurse Education in Practice, 14(5), 518-524. https://doi.org/10.1016/j.nepr.2014.05.009
Arpanantikul, M., & Pratoomwan, A. (2017). Clinical learning experiences of second-year Thai nursing students: A phenomenological study. Pacific Rim International Journal of Nursing Research, 21(2), 121-134. https://he02.tci-thaijo.org/index.php/PRIJNR/article/view/53979
Atakro, C. A., & Gross, J. (2016). Preceptorship versus clinical teaching partnership: literature review and recommendations for implementation in Ghana. Advances in Nursing, Article ID 1919246, 5 pages. https://doi.org/10.1155/2016/1919246
Boateng, G. O., Neilands, T. B., Frongillo, E. A., Melgar-Quiñonez, H. R., & Young, S. L. (2018). Best practices for developing and validating scales for health, social, and behavioral research: a primer. Frontiers in Public Health, 6(1), 149-178. https://doi.org/10.3389/fpubh.2018.00149
Cowin, L. S., Riley, T. K., Heiler, J., & Gregory, L. R. (2019). The relevance of nurses and midwives code of conduct in Australia. International Nursing Review, 66(3), 320-328. https://doi.org/10.1111/inr.12534
Dimitriadou, M., Papastavrou, E., Efstathiou, G., & Theodorou, M. (2015). Baccalaureate nursing students' perceptions of learning and supervision in the clinical environment. Nursing & Health Sciences, 17(2), 236-242. https://doi.org/10.1111/nhs.12174
Eastland, T. Y., Morrow, M. R., & Davis, J. H. (2018). Effectiveness of institutional strategies to recruit and retain minority nurses: a systematic review protocol. JBI Evidence Synthesis, 16(7), 1490-1494. https://doi.org/10.11124/jbisrir-2017-003546
Ekstedt, M., Lindblad, M., & Löfmark, A. (2019). Nursing students’ perception of the clinical learning environment and supervision in relation to two different supervision models–a comparative cross-sectional study. BMC Nursing, 18, Article no. 49. https://doi.org/10.1186/s12912-019-0375-6
Engelbrecht, N., Heyns, T., & Coetzee, I. M. (2017). South African undergraduate nursing students experience of intra-professional violence. Gender and Behaviour, 15(1), 8492-8508. https://hdl.handle.net/10520/EJC-88eeb9b9e
Flott, E. A., & Linden, L. (2016). The clinical learning environment in nursing education: a concept analysis. Journal of Advanced Nursing, 72(3), 501-513. https://doi.org/10.1111/jan.12861
Green, R. A. (2014). The Delphi technique in educational research. Sage Open, 4(2). https://doi.org/10.1177/2158244014529773
Hugo, L., & Botma, Y. (2019). Looking beneath the surface of a preceptor-training programme through a realist evaluation. Evaluation and Program Planning, 73, 195-203. https://doi.org/10.1016/j.evalprogplan.2019.01.005
Hugo, L., Botma, Y., & Raubenheimer, J. E. (2018). Monitoring preceptors' supportive role: A measuring instrument for increased accountability. Nurse Education Today, 67(1), 83-89. https://doi.org/10.1016/j.nedt.2018.05.006
Humphrey-Murto, S., Varpio, L., Gonsalves, C., & Wood, T. J. (2017). Using consensus group methods such as Delphi and Nominal Group in medical education research. Medical Teacher, 39(1), 14-19. https://doi.org/10.1080/0142159X.2017.1245856
Kamphinda, S., & Chilemba, E. B. (2019). Clinical supervision and support: perspectives of undergraduate nursing students on their clinical learning environment in Malawi. Curationis, 42(1), 1-10. https://doi.org/10.4102/curationis.v42i1.1812
Lee, C. T-S., & Doran, D. M. (2017). The role of interpersonal relations in healthcare team communication and patient safety: a proposed model of interpersonal process in teamwork. Canadian Journal of Nursing Research, 49(2), 75-93. https://doi.org/10.1177/0844562117699349
Liu, M., Gu, K., Wong, T. K. S., Luo, M. Z., & Chan, M. Y. (2015). Perceived stress among Macao nursing students in the clinical learning environment. International Journal of Nursing Sciences, 2(2), 128-133. https://doi.org/10.1016/j.ijnss.2015.04.013
LoBiondo-Wood, G., & Haber, J. (2017). Nursing research-e-book: methods and critical appraisal for evidence-based practice. Elsevier.
Lovecchio, C.P., DiMattio, M.J.K., & Hudacek, S. (2015). Predictors of Undergraduate Nursing Student Satisfaction with Clinical Learning Environment: A Secondary Analysis. Nursing Education Perspectives, 36(4), 252-254. https://doi.org/10.5480/13-1266
Mansutti, I., Saiani, L., Grassetti, L., & Palese, A. (2017). Instruments evaluating the quality of the clinical learning environment in nursing education: A systematic review of psychometric properties. International Journal of Nursing Studies, 68(1), 60-72. https://doi.org/10.1016/j.ijnurstu.2017.01.001
Mantzourani, E., Desselle, S., Le, J., Lonie, J. M., & Lucas, C. (2019). The role of reflective practice in healthcare professions: Next steps for Pharmacy Education and Practice. Research in Social and Administrative Pharmacy, 15(12), 1476-1479. https://doi.org/10.1016/j.sapharm.2019.03.011
Mikkonen, K., Merilainen, M., & Tomietto, M. (2020). Empirical model of clinical learning environment and mentoring of culturally and linguistically diverse nursing students. Journal of Clinical Nursing, 29(3-4), 653-661. https://doi.org/10.1111/jocn.15112
Motsaanaka, M. N., Makhene, A., & Ally, H. (2020). Student nurses’ experiences regarding their clinical learning opportunities in a public academic hospital in Gauteng province, South Africa. Health SA Gesondheid – Journal of Interdisciplinary Health Sciences, 25(1). https://doi.org/10.4102/hsag.v25i0.1217
Naidoo, K. L., Van Wyk, J. M., & Adhikari, M. (2017). The learning environment of paediatric interns in South Africa. BMC Medical Education, 17 Article number:235, https://doi10.1186/s12909-017-1080-3
Paré, G., & Kitsiou, S. (2017). Methods for literature reviews. In: Lau F, Kuziemsky C, editors. Handbook of eHealth evaluation: an evidence-based approach. Victoria: University of Victoria; 157-172.
Peters, M. D. J., Marnie, C., Tricco, A. C., Pollock, D., Munn, Z., Alexander, L.,McInerney, P. Godfrey, C. M., & Khalil, H. (2020). Updated methodological guidance for the conduct of scoping reviews. JBI Evidence Synthesis, 18(10), 2119-2126. https://doi.org/10.11124/JBIES-20-00167
Phillips, K. F., Mathew, L., Aktan, N., & Catano, B. (2017). Clinical education and student satisfaction: An integrative literature review. International Journal of Nursing Sciences, 4(2), 205-213. https://doi.org/10.1016/j.ijnss.2017.03.004
Polit D. F., & Beck C. T. (2018). Essentials of nursing research: appraising evidence for nursing practice. 9th ed. Philadelphia (PA): Wolters Kluwer.
Sekayi, D., & Kennedy, A. (2017). Qualitative Delphi method: A four round process with a worked example. The Qualitative Report, 22(10), 2755-2763. https:doi.org/10.46743/2160-3715/2017.2974
Shivers, E., Hasson, F., & Slater, P. (2017). Pre-registration nursing student's quality of practice learning: Clinical learning environment inventory (actual) questionnaire. Nurse Education Today, 55(1), 58-64. https://doi.org/10.1016/j.nedt.2017.05.004
Thurling, C., Muthathi, I., & Armstrong, S. (2017). Through the eyes of the student: Best practices in clinical facilitation. Curationis, 40(1), 1-8. https://hdl.handle.net/10520/EJC-a72e6fe6d
van Lankveld, W., Maas, M., van Wijchen, J., Visser, V., & Staal, J. B. (2019). Self-regulated learning in physical therapy education: a non-randomized experimental study comparing self-directed and instruction-based learning. BMC Medical Education, 19, Article number: 50, 1-9. https://doi.org/10.1186/s12909-019-1484-3
van Rooyen, D. R. M, Jordan, P. J., ten Ham-Baloyi, W., & Caka, E. M. (2018). A comprehensive literature review of guidelines facilitating transition of newly graduated nurses to professional nurses. Nurse Education in Practice, 30, 35-41. https://doi.org/10.1016/j.nepr.2018.02.010
Woo, M. W. J., & Li, W. (2020). Nursing students' views and satisfaction of their clinical learning environment in Singapore. Nursing Open, 7(6), 1909-1919. https://doi.org/10.1002/nop2.581
Downloads
Published
How to Cite
Issue
Section
License
Copyright (c) 2024 Lizemari Hugo-van Dyk, Hanlie Jordaan
This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.
Authors who publish with this journal agree to the following terms:
- Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons License "Attribution-NonCommercial No Derivs 4.0 International" (CC BY-NC-ND 4.0) which permits others to use the publication as long as the authors are appropriately cited.
- Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgement of its initial publication in this journal.
- Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work (See The Effect of Open Access).
- The Author grants to Coventry University an irrevocable, royalty-free, worldwide, non-exclusive licence to publish this article in this journal in addition to the licence granted at paragraph 1 of this copyright notice.
