Development and psychometric properties of clinical learning environment scale for Chinese nursing students
Abstract Objective To develop a clinical learning environment scale for Chinese nursing students and test its reliability and validity. Methods Based on Moos social environment theory, qualitative interviews and expert consultations were used to develop a pretest version of the Chinese Nursing Stude...
| Main Authors: | , , , |
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| Format: | Article |
| Language: | English |
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BMC
2024-01-01
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| Series: | BMC Medical Education |
| Subjects: | |
| Online Access: | https://doi.org/10.1186/s12909-024-05087-w |
| _version_ | 1797274233740460032 |
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| author | Yun Xu Yi Zheng Huimei Wang Fang Huang |
| author_facet | Yun Xu Yi Zheng Huimei Wang Fang Huang |
| author_sort | Yun Xu |
| collection | DOAJ |
| description | Abstract Objective To develop a clinical learning environment scale for Chinese nursing students and test its reliability and validity. Methods Based on Moos social environment theory, qualitative interviews and expert consultations were used to develop a pretest version of the Chinese Nursing Students’ Clinical Learning Environment Scale. With a convenience sampling method, 255 and 1582 Chinese nursing students were selected as the prediction and validation samples, respectively, from December 2022 to March 2023. Exploratory and confirmatory factor analyses were conducted to determine the construct validity. Results The scale consisted of 19 items. Exploratory factor analysis revealed three sub-scales, named goal orientation, interpersonal relation, and learning support, which explained 71.500% of the total variance. The results of the confirmatory factor analysis showed that the GFI was 0.848, the AGFI was 0.806, the RMSEA was 0.090, the RMR was 0.041, the NFI was 0.910, the IFI was 0.916, the CFI was 0.916, the PCFI was 0.798, and the PNFI was 0.793. The reliability values of the three dimensions were 0.870, 0.858, and 0.943, respectively, and the convergent validity values were 0.574, 0.603, and 0.625, respectively. Conclusion The reliability and validity of the dimensions of the Chinese Nursing Students’ Clinical Learning Environment Scale are acceptable, and the scale can be used as a useful tool for measuring the clinical learning environment of Chinese nursing students. |
| first_indexed | 2024-03-07T14:55:27Z |
| format | Article |
| id | doaj.art-62213b0263be49e28e548a113da9e150 |
| institution | Directory Open Access Journal |
| issn | 1472-6920 |
| language | English |
| last_indexed | 2024-03-07T14:55:27Z |
| publishDate | 2024-01-01 |
| publisher | BMC |
| record_format | Article |
| series | BMC Medical Education |
| spelling | doaj.art-62213b0263be49e28e548a113da9e1502024-03-05T19:27:09ZengBMCBMC Medical Education1472-69202024-01-012411810.1186/s12909-024-05087-wDevelopment and psychometric properties of clinical learning environment scale for Chinese nursing studentsYun Xu0Yi Zheng1Huimei Wang2Fang Huang3School of Nursing, Nanjing University of Chinese MedicineInstitute of Education, Nanjing UniversitySchool of Nursing, Nanjing University of Chinese MedicineSchool of Nursing, Nanjing University of Chinese MedicineAbstract Objective To develop a clinical learning environment scale for Chinese nursing students and test its reliability and validity. Methods Based on Moos social environment theory, qualitative interviews and expert consultations were used to develop a pretest version of the Chinese Nursing Students’ Clinical Learning Environment Scale. With a convenience sampling method, 255 and 1582 Chinese nursing students were selected as the prediction and validation samples, respectively, from December 2022 to March 2023. Exploratory and confirmatory factor analyses were conducted to determine the construct validity. Results The scale consisted of 19 items. Exploratory factor analysis revealed three sub-scales, named goal orientation, interpersonal relation, and learning support, which explained 71.500% of the total variance. The results of the confirmatory factor analysis showed that the GFI was 0.848, the AGFI was 0.806, the RMSEA was 0.090, the RMR was 0.041, the NFI was 0.910, the IFI was 0.916, the CFI was 0.916, the PCFI was 0.798, and the PNFI was 0.793. The reliability values of the three dimensions were 0.870, 0.858, and 0.943, respectively, and the convergent validity values were 0.574, 0.603, and 0.625, respectively. Conclusion The reliability and validity of the dimensions of the Chinese Nursing Students’ Clinical Learning Environment Scale are acceptable, and the scale can be used as a useful tool for measuring the clinical learning environment of Chinese nursing students.https://doi.org/10.1186/s12909-024-05087-wChinaNursing studentsClinical learning environmentScale developmentScale test |
| spellingShingle | Yun Xu Yi Zheng Huimei Wang Fang Huang Development and psychometric properties of clinical learning environment scale for Chinese nursing students BMC Medical Education China Nursing students Clinical learning environment Scale development Scale test |
| title | Development and psychometric properties of clinical learning environment scale for Chinese nursing students |
| title_full | Development and psychometric properties of clinical learning environment scale for Chinese nursing students |
| title_fullStr | Development and psychometric properties of clinical learning environment scale for Chinese nursing students |
| title_full_unstemmed | Development and psychometric properties of clinical learning environment scale for Chinese nursing students |
| title_short | Development and psychometric properties of clinical learning environment scale for Chinese nursing students |
| title_sort | development and psychometric properties of clinical learning environment scale for chinese nursing students |
| topic | China Nursing students Clinical learning environment Scale development Scale test |
| url | https://doi.org/10.1186/s12909-024-05087-w |
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