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Development and Pilot Testing of a Multidimensional Learning Environment Survey
Mary Ann Jessee1, Regina G Russell, Betsy B Kennedy
1Author Affiliations: Associate Professor and Assistant Dean for Academics, Generalist Nursing Practice (Dr Jessee); Assistant Professor of Medical Education & Administration, Vanderbilt University (Dr Russell); Associate Professor and Assistant Dean for Non-Tenure Promotion and Faculty Affairs (Dr Kennedy); Professor, Statistics and Measurement (Dr Dietrich); Professor and Senior Associate Dean for Academics (Dr Schorn), Vanderbilt University School of Nursing, Nashville, Tennessee.
Background:
Multiple, complex factors comprise the learning environment and influence student learning outcomes, yet comprehensive evaluation of the learning environment in nursing schools is limited.
Purpose:
The Learning Environment Survey (LES) was developed to facilitate nursing students' report of perceptions of the complex learning environment in nursing education.
Methods:
Systematic exploration of the literature, conceptual operationalization of the learning environment, and development of an item pool were completed. Content validity was established with expert assessment, student testing for clarity, and calculation of scale-content validity index/average (S-CVI/Ave). Pilot testing was completed at 1 school of nursing with baccalaureate-equivalent prelicensure and advanced practice master's level students, and doctor of nursing practice students.
Results:
The CVI (S-CVI/Ave) was 0.92. Domain scores demonstrated Cronbach's α reliabilities of 0.67 or higher with most being > 0.85.
Conclusion:
The LES establishes a mechanism for eliciting comprehensive learning environment data for systematic assessment and national comparison of multiple nursing learning environments.
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