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From Clinical Learning Environment Comparison Survey (CLECS) 2.0 to 3.0: Evaluating Reliability Characteristics
Kim Leighton1, Suzan Kardong-Edgren2, Nicole Danaher-Garcia2
1Executive Director Emeritus, Itqan Clinical Simulation and Innovation Center, Hamad Medical Corporation, Doha, Qatar (Dr Leighton).
Background:
The Clinical Learning Environment Comparison Survey (CLECS) 2.0 was the result of a study of how well prelicensure nursing students' learning needs were met in traditional clinical setting, face-to-face simulation, and screen-based simulation environments. Insufficient data prohibited analyzing the reliability properties of the revised tool.
Purpose:
This study evaluated reliability characteristics of CLECS 2.0 using secondary data analysis of 591 prelicensure nursing students in the United States who had fully completed the CLECS 2.0.
Methods:
The study assessed the internal consistency of CLECS 2.0 subscales and the overall scale.
Results:
The original CLECS 2.0 6-subscale model did not fit all 3 clinical environments, leading to modifications that resulted in 2 new subscales, while retaining all individual items.
Conclusions:
The study resulted in a tool that can be used across any number of different clinical learning environments to compare how well participants' learning needs are met, guiding the simulation and clinical teams toward improved educational experiences.
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