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Relationship between clinical fieldwork educator performance and health professional students' perceptions of their practice education learning environments
Author(s) -
Brown Ted,
Williams Brett,
Lynch Marty
Publication year - 2013
Publication title -
nursing and health sciences
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 0.563
H-Index - 47
eISSN - 1442-2018
pISSN - 1441-0745
DOI - 10.1111/nhs.12065
Subject(s) - perception , medical education , psychology , clinical practice , nursing , medicine , pedagogy , neuroscience
The D undee R eady E ducation E nvironment M easure, C linical T eaching E ffectiveness I nstrument, and C linical L earning E nvironment I nventory were completed by 548 undergraduate students (54.5% response rate) enrolled in eight health professional bachelor degree courses. Regression analysis was used to investigate the significant predictors of the C linical T eaching E ffectiveness I nstrument with the D undee R eady E ducation E nvironment M easure and C linical L earning E nvironment I nventory subscales as independent variables. The results indicated that the D undee R eady E ducation E nvironment M easure and C linical L earning E nvironment I nventory Actual version subscale scores explained 44% of the total variance in the C linical T eaching E ffectiveness I nstrument score. The D undee R eady E ducation E nvironment M easure subscale A cademic S elf‐ P erception explained 1.1% of the variance in the C linical T eaching E ffectiveness I nstrument score. The C linical L earning E nvironment I nventory Actual subscales accounted for the following variance percentages in the C linical T eaching E ffectiveness I nstrument score: personalization, 1.1%; satisfaction, 1.7%; task orientation, 5.1%; and innovation, 6.2%. Aspects of the clinical learning environment appear to be predictive of the effectiveness of the clinical teaching that students experience. Fieldwork educator performance might be a significant contributing factor toward student skill development and practitioner success.