Development and psychometric testing of the clinical learning organisational culture survey (CLOCS)

Henderson, Amanda, Creedy, Debra, Boorman, Rhonda, Cooke, Marie and Walker, Rachel (2010) Development and psychometric testing of the clinical learning organisational culture survey (CLOCS). Nurse Education Today, 30 7: 598-602. doi:10.1016/j.nedt.2009.12.006


Author Henderson, Amanda
Creedy, Debra
Boorman, Rhonda
Cooke, Marie
Walker, Rachel
Title Development and psychometric testing of the clinical learning organisational culture survey (CLOCS)
Journal name Nurse Education Today   Check publisher's open access policy
ISSN 0260-6917
1532-2793
Publication date 2010-10
Sub-type Article (original research)
DOI 10.1016/j.nedt.2009.12.006
Volume 30
Issue 7
Start page 598
End page 602
Total pages 5
Place of publication Kidlington, United Kingdom
Publisher Churchill Livingstone
Language eng
Formatted abstract
Aim: This paper describes the development and psychometric testing of the Clinical Learning Organisational Culture Survey (CLOCS) that measures prevailing beliefs and assumptions important for learning to occur in the workplace.
Method: Items from a tool that measured motivation in workplace learning were adapted to the nursing practice context. The tool was tested in the clinical setting, and then further modified to enhance face and content validity.
Participants: Registered nurses (329) across three major Australian health facilities were surveyed between June 2007 and September 2007.
Data analysis: An exploratory factor analysis identified five concepts – recognition, dissatisfaction, affiliation, accomplishment, and influence.
Validity and reliability: Internal consistency measures of reliability revealed that four concepts had good internal consistency: recognition (α = .914), dissatisfaction (α = .771), affiliation (α = .801), accomplishment (α = .664), but less so for influence (α = .529).
Results: This tool effectively measures recognition, affiliation and accomplishment – three concepts important for learning in practice situations, as well as dissatisfied staff across all these domains. Testing of additional influence items identify that this concept is difficult to delineate.
Conclusion: The CLOCS can effectively inform leaders about concepts inherent in the culture important for maximising learning by staff.
Keyword Instrument development
Nurse education
Organisational development
Staff development
Q-Index Code C1
Q-Index Status Provisional Code
Institutional Status Non-UQ

Document type: Journal Article
Sub-type: Article (original research)
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