Introduction: The clinical learning environment is the context of overlap between the educational system and the working environment. Here students apply the knowledge learned during theoretical teachings, acquire practical, relational and caring skills. It is fundamental for nursing training and there are several rating scales aimed at evaluating it: the presence and quality of the studies that investigate their performances are heterogeneous, so it is difficult to identify the best tool. The CLEI-19 scale is the most concise instrument and its performance has not been tested in the Italian context. Objectives: The study aims to evaluate the psychometric properties of the instrument in terms of factor structure and reliability. Methods: A multicenter cross-sectional observational study was conducted in Italy, at the University of Milan-Bicocca. Two tools were used: a context data collection questionnaire and the Italian CLEI-19 scale. The data were analyzed through descriptive statistics, the scale's factorial structure was tested by Exploratory Structural Equation Modeling ESEM. The reliability of the scale was evaluated by Alpha and Omega coefficients. Results: The sample consists of 1095 statistical units. The factor analysis shows the presence of two latent factors that have been called Internship Assistant and Internship Environment. They correlate significantly and the fit indices confirm the solidity of the two-factor model. Internal coherence was adequate or more than adequate for single factors and overall tool. Conclusions: The CLEI-19 scale is a reliable tool, which comprehensively investigates the two key components of the clinical learning environment: the Internship Assistant and the Environment. The employment simplifies the process of evaluating the internship environment, offers the possibility of improving its quality, facilitates the comparison between realities and enhances the perception of students.
Psychometric properties of the clei-19 scale to assess clinical learning environment in nursing students: a multicenter observational study
De Maria M;
2022-01-01
Abstract
Introduction: The clinical learning environment is the context of overlap between the educational system and the working environment. Here students apply the knowledge learned during theoretical teachings, acquire practical, relational and caring skills. It is fundamental for nursing training and there are several rating scales aimed at evaluating it: the presence and quality of the studies that investigate their performances are heterogeneous, so it is difficult to identify the best tool. The CLEI-19 scale is the most concise instrument and its performance has not been tested in the Italian context. Objectives: The study aims to evaluate the psychometric properties of the instrument in terms of factor structure and reliability. Methods: A multicenter cross-sectional observational study was conducted in Italy, at the University of Milan-Bicocca. Two tools were used: a context data collection questionnaire and the Italian CLEI-19 scale. The data were analyzed through descriptive statistics, the scale's factorial structure was tested by Exploratory Structural Equation Modeling ESEM. The reliability of the scale was evaluated by Alpha and Omega coefficients. Results: The sample consists of 1095 statistical units. The factor analysis shows the presence of two latent factors that have been called Internship Assistant and Internship Environment. They correlate significantly and the fit indices confirm the solidity of the two-factor model. Internal coherence was adequate or more than adequate for single factors and overall tool. Conclusions: The CLEI-19 scale is a reliable tool, which comprehensively investigates the two key components of the clinical learning environment: the Internship Assistant and the Environment. The employment simplifies the process of evaluating the internship environment, offers the possibility of improving its quality, facilitates the comparison between realities and enhances the perception of students.I documenti in IRIS sono protetti da copyright e tutti i diritti sono riservati, salvo diversa indicazione.
