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Development and Evaluation of the Altered Student Study Environment Tool: A Tool to Measure Nursing Student Concerns
Ritin Fernandez1, Heidi Green, Rebekkah Middleton
1About the Authors Ritin Fernandez, PhD, RN, is professor of nursing, School of Nursing, University of Wollongong, Wollongong, New South Wales, Australia; head of department, Centre for Research in Nursing and Health, St. George Hospital, Kogarah, New South Wales, Australia; and director, Centre for Evidence-Based Initiatives in Health Care: A Joanna Briggs Centre of Excellence, Wollongong, New South Wales, Australia. Heidi Green, MPH, RN, is a research fellow, Centre for Research in Nursing and Heath, St. George Hospital, and research fellow and core staff, Centre for Evidence-Based Initiatives in Health Care. Rebekkah Middleton, PhD, MN(Res), RN, is senior lecturer and associate head (Learning and Teaching), School of Nursing, University of Wollongong. Elizabeth Halcomb, PhD, RN, FACN, is professor of primary health care, School of Nursing, University of Wollongong. Lorna Moxham, PhD(CQU), RN, is professor of mental health nursing, School of Nursing, University of Wollongong; deputy director, Centre for Evidence-Based Initiatives in Health Care; and member of the Illawarra Medical and Health Research Institute, Keiraville, New South Wales, Australia. The authors thank Sofia Russo for her administrative support for this study. For more information, contact Dr. Ritin Fernandez at ritin@uow.edu.au.
Background:
Rapid alterations to study environments during COVID-19 raised concerns for nursing students about their academic progression.
Aim:
The study aim was to investigate the psychometric properties of the Altered Student Study Environment Tool (ASSET) and the relationship between students' concerns, demographics, COVID-19-related knowledge, and communication received from the university.
Method:
The 11-item ASSET and investigator-developed questions were administered to prelicensure nursing students using an anonymous online survey.
Results:
Responses were obtained from 234 students. Exploratory factor analysis supported a three-factor structure, namely, attending clinical placement, completion of clinical placement, and grade attainment. Students with higher scores on knowledge had significantly lower concerns for the subscale attending clinical placement. Full-time students had significantly higher concerns for the subscale completion of clinical placement.
Conclusion:
The ASSET is a valid and reliable instrument that can be used to measure concerns relating to the effects of altered study environments on academic progression.
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