مهناز امامی میبدی

Clinical education accounts for about half of the study time of nursing students. Therefore, a recent study was conducted to determine and compare the view of nursing students of national and free universities of Yazd province on factors related to clinical learning.

In this descriptive-analytical and cross-sectional study, 200 nursing students of three and four years of Islamic Azad and National Universities of Yazd province were selected by stratified random sampling method. Data were collected using a questionnaire "Factors related to clinical learning of nursing students". Data were analyzed by SPSS16 software, descriptive statistics and independent t-test and analysis of variance.

The overall score from the perspective of general and free nursing students out of 100 was 58.02 and 61.53, respectively. The results of independent t-test showed a statistically significant difference between the view of national and free students in the areas of evaluation (P = 0.01), professional communication (P = 0.001) and student (P = 0.005).

According to the students, all areas are at a moderate level. Therefore, it is necessary for nursing education planners and administrators to continuously review the current situation in order to identify strengths and correct weaknesses and improve the quality of clinical education, and on the other hand, national and free universities should use each otherchr('39')s positive experiences to improve clinical education.

Continuous assessment of clinical education and learning in nursing requires valid and reliable tools. This study aimed to assess psychometrics of "the Clinical Learning Factors Questionnaire for nursing students".
In the present descriptive study simple random sampling was used to recruit nursing students and educators at Sadoughi University of Medical Sciences and Islamic Azad University of Yazd. Face validity was assessed using interviews and quantitative face validity by calculating impact score (IS) in ten nursing students. Content validity index (CVI) was determined using Waltz and Basel method by ten Nursing Faculty academics. The internal consistency according to Cronbach's alpha coefficient for calculating internal consistency and test-retest for determination of stability was tested on15nursing students. Data were analyzed using descriptive and analytical statistics by SPSS V.16.
The Clinical Learning Factors Questionnaire for Nursing Students included 89 items in seven sub-scales. The qualitative and quantitative face validity were assessed and determined acceptable. The IS of all items of the questionnaire was greater than 1.5, CVI of all items was more than 0.7 and CVI of the whole questionnaire (CVI-S) was determined 0.88. The Cronbach's α coefficient of the seven subscales was 0.81-0.91 and for the whole questionnaire was 0.96. The Pearson correlation coefficient of the subscale was calculated 0.80-0.94 and for whole questionnaire was 0.96.
Based on the findings of this study, the Clinical Learning Factors Questionnaire for nursing students has appropriate validity and reliability. This questionnaire can be used in education assessment and in evaluating clinical learning of nursing students.

Inhibiting factors in clinical learning of nursing students cause a huge gap between the optimum and the current situation in performance of the graduates. Due to the lack of a comprehensive and reliable tool for the identification of these factors in Iran، this study aimed to develop a scale to assess the related items to nursing students’ clinical learning. This descriptive study used Delphi approach to assess factors associated with clinical learning of nursing students in nursing schools of Yazd province in 2013. The expert panel includes all registrars in nursing faculties، nursing clinical tutors، nursing personnel involved in education and years three and four nursing students. In the first round of Delphi، data collection tool was a structured questionnaire with 82 items and an open question for additional suggestions. Sampling method in those with responsibility was purposive، due to their limited number، and in other groups was random. Sample size was 48 of whom 41 agreed to participate in the study. According to the Delphi process، scope and scale of items were studied by 41 members of the panel to reach over than 75% consensus. The collected data were analyzed by SPSS V 17. 0 software using various analytic tests. Consensus on the questionnaire items was obtained during the two-round Delphi، and in the final questionnaire، the percentage of agreement between expert panel reached 79. 85%. Panel members came to agreement on factors associated with clinical learning questionnaire consisted 89 items in seven domains of educational planning (79. 94%)، evaluation (76. 21%)، resources and regulation of clinical environment (81. 17%)، professional communications (81. 25%)، clinical instructor (82/62)، clinical instructor teaching methods (81. 25%) and student learning (81. 91%). The clinical learning factors questionnaire for nursing students، with 79. 85% consensus of the expert panel، can be considered as a comprehensive and valid questionnaire to assess clinical training and to identify weaknesses and challenges of nursing students’ clinical learning in Iran.