Title of article :
Developing an instrument to measure effective factors on clinical learning
Author/Authors :
DADGARAN، IDEH نويسنده Research in medical education, Education Development Center (EDC), Guilan University of Medical Sciences (GUMS), Rasht, Iran , , SHIRAZI، MANDANA نويسنده Educational Development Center, Virtual school and Medical School, Tehran University of Medical Sciences, Tehran, Iran , , Mohammadi، Aeen نويسنده Virtual School, Tehran University of Medical Sciences, Tehran, Iran , , Ravari، Ali نويسنده Department of Nursing, School of Nursing and Midwifery, Occupational Environment Research Center, Rafsanjan University of Medical Sciences, Rafsanj Ravari, Ali
Issue Information :
فصلنامه با شماره پیاپی - سال 2016
Abstract :
Introduction: Although nursing students spend a large part
of their learning period in the clinical environment, clinical
learning has not been perceived by its nature yet. To develop an
instrument to measure effective factors on clinical learning in
nursing students.
Methods: This is a mixed methods study performed in 2 steps.
First, the researchers defined “clinical learning” in nursing
students through qualitative content analysis and designed
items of the questionnaire based on semi-structured individual
interviews with nursing students. Then, as the second step,
psychometric properties of the questionnaire were evaluated using
the face validity, content validity, construct validity, and internal
consistency evaluated on 227 students from fourth or higher
semesters. All the interviews were recorded and transcribed, and
then, they were analyzed using Max Qualitative Data Analysis
and all of qualitative data were analyzed using SPSS 14.
Results: To do the study, we constructed the preliminary
questionnaire containing 102 expressions. After determination
of face and content validities by qualitative and quantitative
approaches, the expressions of the questionnaire were reduced to
45. To determine the construct validity, exploratory factor analysis
was applied. The results indicated that the maximum variance
percentage (40.55%) was defined by the first 3 factors while the
rest of the total variance percentage (59.45%) was determined
by the other 42 factors. Results of exploratory factor analysis of
this questionnaire indicated the presence of 3 instructor-staff,
students, and educational related factors. Finally, 41 expressions
were kept in 3 factor groups. The ?-Cronbach coefficient (0.93)
confirmed the high internal consistency of the questionnaire.
Conclusion: Results indicated that the prepared questionnaire
was an efficient instrument in the study of the effective factors on
clinical learning as viewed by nursing students since it involves
41 expressions and properties such as instrument design based on
perception and experiences of the nursing students about effective
factors on clinical learning, definition of facilitator and preventive
factors of the clinical learning, simple scoring, suitable validity
and reliability, and applicability in different occasions.
Journal title :
Journal of Advances in Medical Education and Professionalism
Journal title :
Journal of Advances in Medical Education and Professionalism