临床学习环境量表的心理测量特性及其与摩洛哥护理专业学生满意度的关联：一种偏最小二乘结构方程模型方法
Psychometric properties of Clinical Learning Environment Inventory and its association with Moroccan nursing students' satisfaction: A PLS-SEM approach.
作者信息
Saka Khadija, Amarouch Mohamed-Yassine, Ragala Mohamed El Amine, Btissame Zarrouq, Tahraoui Adel, El Achhab Youness, El-Hilaly Jaouad
机构信息
R.N.E Laboratory, Multidisciplinary Faculty of Taza, Sidi Mohamed Ben Abdellah University, Morocco.
Institute of Nursing and Health Technology (ISPITS), Fez, Morocco.
出版信息
Belitung Nurs J. 2023 Feb 12;9(1):86-95. doi: 10.33546/bnj.2382. eCollection 2023.
BACKGROUND
The Clinical Learning Environment (CLE) is integral to pre-registration nursing curricula. Assessing the student's perceptions of their CLE is essential to adjust clinical placement to trainees' needs. Clinical Learning Environment Inventory (CLEI) appears to be widely used in measuring CLE, but no previous study has reported a full structural validity and its association with students' satisfaction in the Moroccan context.
OBJECTIVES
This study investigated the psychometric properties of the CLEI and its subscales association with Moroccan nursing students' satisfaction.
METHODS
The research design was descriptive, cross-sectional, and conducted from March and June 2022 using convenience sampling in three nursing institutes of the Fez-Meknes region of Morocco. The selected sample involved Moroccan nursing students undertaking clinical practice. First, exploratory factor analysis (EFA) was used to determine the factor structure of the pilot sample ( = 143). The second sample ( = 206) was then used to confirm this structure using partial least squares structural equation modeling (PLS-SEM) confirmatory composite analysis (CCA). Finally, using a bootstrapping method, the significance of the structural path was evaluated.
RESULTS
The CLEI scale depicted convergent validity (AVE = 0.56 - 0.71), discriminant validity, estimated by the square roots of AVE and bootstrapped HTMT confidence interval, and significant reliability (rhoC = 0.83 - 0.92). Using a bootstrapping approach, structural path significance displayed a substantial association between task orientation and students' satisfaction (β = 0.29, <0.001). This ascertains that nurse students need well-planned guidelines from their facilitators in clinical wards.
CONCLUSIONS
The CLEI instrument revealed adequate psychometric properties and supported its original structure. As a result, the instrument might be used to measure students' perceptions of their CLE. Task orientation appeared to be the most important factor influencing the students' satisfaction in CLE.
背景
临床学习环境（CLE）是预注册护理课程的重要组成部分。评估学生对其临床学习环境的看法对于根据实习生的需求调整临床实习安排至关重要。临床学习环境量表（CLEI）似乎在测量临床学习环境方面被广泛使用，但此前尚无研究报告其在摩洛哥背景下的完整结构效度及其与学生满意度的关联。
目的
本研究调查了CLEI的心理测量特性及其子量表与摩洛哥护理专业学生满意度的关联。
方法
研究设计为描述性、横断面研究，于2022年3月至6月在摩洛哥非斯 - 梅克内斯地区的三所护理学院采用便利抽样法进行。所选样本为正在进行临床实习的摩洛哥护理专业学生。首先，使用探索性因子分析（EFA）确定试点样本（n = 143）的因子结构。然后，使用第二个样本（n = 206）通过偏最小二乘结构方程模型（PLS - SEM）验证性复合分析（CCA）来确认该结构。最后，使用自抽样法评估结构路径的显著性。
结果
CLEI量表显示出收敛效度（AVE = 0.56 - 0.71）、通过AVE的平方根和自抽样HTMT置信区间估计的区分效度，以及显著的信度（rhoC = 0.83 - 0.92）。使用自抽样方法，结构路径显著性显示任务导向与学生满意度之间存在显著关联（β = 0.29，p <0.001）。这确定了护理专业学生在临床病房需要来自其指导教师的精心规划的指导方针。
结论
CLEI工具显示出足够的心理测量特性并支持其原始结构。因此，该工具可用于测量学生对其临床学习环境的看法。任务导向似乎是影响学生对临床学习环境满意度的最重要因素。
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