Development and testing of the Clinical Post-Conference Learning Environment Survey

Area of Science:

• Nursing Education
• Educational Psychology
• Psychometrics

Background:

• Clinical postconference is a key part of undergraduate nursing education, but evidence of its benefits is scarce.
• Existing literature lacks validated tools to assess the clinical postconference learning environment.
• This study addresses the need for a reliable instrument to evaluate this educational component.

Purpose of the Study:

• To develop and psychometrically test a self-report instrument measuring the clinical postconference learning environment.
• To assess undergraduate nursing students' and faculty's perceptions of this environment.
• To identify discrepancies between perceived learning environments and their importance.

Main Methods:

• Development and psychometric testing of the 54-item Clinical Post-Conference Learning Environment Survey (CPCLES).
• Testing with over 500 participants across three Midwest nursing schools.
• Measurement of six learning environment components using actual and importance scales.

Main Results:

• The CPCLES demonstrated content validity, internal consistency, and test-retest reliability.
• Significant differences were found between the actual learning environment and its perceived importance.
• Faculty reported higher levels of teacher support, task orientation, and innovation than students.

Conclusions:

• The CPCLES is the first instrument to measure clinical postconference learning environments in nursing.
• Perceptual differences between faculty and students highlight areas for improving educational practices.
• The CPCLES can facilitate future research linking learning environments to student outcomes.