From Context To Validation: Psychometric Evaluation of the Clinical Learning Environment Tool In Pakistan
DOI:
https://doi.org/10.37762/jgmds.12-4.774Keywords:
Clinical Learning Environment, Student Satisfaction, Nursing Care Quality, Mentor/Preceptor, Nursing TeacherAbstract
OBJECTIVES
The purpose of this study was to establish the validity and reliability of the Clinical Learning Environment Tool (CLE-T) within the Pakistani culture and context.
METHODOLOGY
A quantitative descriptive study was conducted from June to November 2023. This study was conducted in two phases. Phase one focused on content validation using an online form, while phase two involved field testing and psychometric evaluation. The adapted 34-item tool was then administered to 392 nursing students from government colleges in Khyber Pakhtunkhwa, Pakistan, selected via probability random sampling. Reliability was assessed using Cronbach's alpha and item-total correlations, while construct validity was examined through exploratory factor analysis. Ethical approval and informed consent were obtained prior to the commencement of data collection.
RESULTS
The study prioritizes cultural alignment, content and construct validity, internal consistency, and test-retest reliability. Results demonstrate strong content validity with high Content Validity Index (CVI) and Content Validity Ratio (CVR) scores, supported by a Cronbach's Alpha coefficient of 0.980, indicating reliability. Factor analysis identifies three dimensions: supportive learning, communication, and learning scenario efficacy. The validated CLE-T emerges as a reliable resource for educators and policymakers, fostering effective clinical learning environments and skilled healthcare professionals.
CONCLUSION
The paper suggests broader validation across contexts and longitudinal exploration, affirming the CLE-T as a valuable tool for educators and policymakers.
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Copyright (c) 2025 Ayaz Ul Haq, Brekhna Jamil, Nowshad Asim, Muhammad Ijaz, Samreen Riaz
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