Adapting the Clinical Learning Environment Assessment Tool to Include the Group Dynamics Component

Abstract

Context and Problem: During group practicums, the dynamics between students in a group can compromise the participants’ learning and hinder the practicum experience. The identified measurement tools make it possible to assess various components of the clinical learning environment (CLE) associated with the students’ learning experience, without, however, addressing group dynamics related to their learning experience. This is the case for the instrument “Évaluation de l’environnement d’apprentissage clinique” (EEAC), composed of three subscales. This gap makes it impossible to document the CLE component, that delineates actions for clinical supervisors to undertake in order to improve group dynamics and foster learning. The aim of this study was to adapt the EEAC measurement tool to include the group dynamics subscale.

Method: To ensure scientific rigor when adapting the tool, we followed the seven steps suggested by DeVellis and Thorpe (2021): 1) determine the object of measurement, 2) develop statements, 3) determine the measurement scale, 4) revise the statements, 5) conduct cognitive interviews, 6) conduct the pretest to validate the statements, and 7) evaluate the statements. The last step was conducted with 160 nursing students.

Results: A subscale specific to group dynamics was added to the EEAC instrument, including 16 statements such as, “I felt comfortable asking questions to students in my group” and “I felt a sense of belonging to my group.” Cronbach’s alpha (0.883) shows good internal consistency for this subscale and seems appropriate for assessing this component of students’ CLE.

Conclusion: Adding the group dynamics component to the tool provides a more holistic way of assessing the CLE including the components that influence the learning experiences of nursing students. The results enable supervisors to use the adapted EEAC tool to identify and evaluate actions that promote optimal group dynamics for nursing students’ experiential learning.