School of Nursing & Midwifery, Faculty of Medicine, Nursing & Health Sciences, Monash University, Frankston, Victoria, Australia.
J Adv Nurs. 2010 Jun;66(6):1371-81. doi: 10.1111/j.1365-2648.2010.05303.x.
This paper is a report of the psychometric testing of the Clinical Learning Environment Inventory.
The clinical learning environment is a complex socio-cultural entity that offers a variety of opportunities to engage or disengage in learning. The Clinical Learning Environment Inventory is a self-report instrument consisting of 42 items classified into six scales: personalization, student involvement, task orientation, innovation, satisfaction and individualization. It was developed to examine undergraduate nursing students' perceptions of the learning environment whilst on placement in clinical settings.
As a component of a longitudinal project, Bachelor of Nursing students (n = 659) from two campuses of a university in Australia, completed the Clinical Learning Environment Inventory from 2006 to 2008. Principal components analysis using varimax rotation was conducted to explore the factor structure of the inventory.
Data for 513 students (77%) were eligible for inclusion. Constraining data to a 6-factor solution explained 51% of the variance. The factors identified were: student-centredness, affordances and engagement, individualization, fostering workplace learning, valuing nurses' work, and innovative and adaptive workplace culture. These factors were reviewed against recent theoretical developments in the literature.
The study offers an empirically based and theoretically informed extension of the original Clinical Learning Environment Inventory, which had previously relied on ad hoc clustering of items and the use of internal reliability of its sub-scales. Further research is required to establish the consistency of these new factors.
本文报告了临床学习环境量表的心理计量学测试结果。
临床学习环境是一个复杂的社会文化实体，提供了多种参与或不参与学习的机会。临床学习环境量表是一种自我报告工具，由 42 个项目组成，分为 6 个量表：个性化、学生参与度、任务导向、创新、满意度和个体化。它是为了考察本科护理学生在临床环境实习期间对学习环境的感知而开发的。
作为一个纵向项目的组成部分，来自澳大利亚一所大学两个校区的护理学士学生（n=659）在 2006 年至 2008 年期间完成了临床学习环境量表。使用方差极大旋转的主成分分析来探索量表的结构。
共有 513 名学生（77%）的数据符合纳入标准。将数据限制为 6 因素解可以解释 51%的方差。确定的因素包括：以学生为中心、促进参与、个体化、培养工作场所学习、重视护士工作、创新和适应工作场所文化。这些因素与文献中最近的理论发展进行了对照。
该研究提供了对临床学习环境量表的实证和理论上的扩展，该量表先前依赖于项目的特殊聚类和子量表的内部信度。需要进一步研究来确定这些新因素的一致性。
