Adaptation and preliminary validation of the U.S. Version of the Belongingness Scale – Clinical Placement Experience: A pilot study

As another global nursing shortage emerges in the wake of the COVID-19 pandemic, the need for qualified nursing students to graduate and enter the workforce has increased dramatically. A key component of nursing education is the time spent in the clinical learning environment (CLE). Nursing students have reported that relationships, structure, and knowledge and experience are the most important contributors to a quality clinical experience (Courtney-Pratt et al., 2012). These positive experiences are reinforced by the feeling of a sense of belongingness, that the student is “part of the team” (Albloushi et al., 2019; Kern et al., 2014; Levett-Jones et al., 2007b; Manninen et al., 2013; McCoy et al., 2013; McLeod et al., 2021; Thomas & Westwood, 2016) and “feels like a real nurse” (Albloushi et al., 2019; Ashktorab et al., 2017; Manninen et al., 2013; Teskereci & Boz, 2019).

Adapted from a subscale of Somers (1999) Belongingness Scale, Levett-Jones et al. (2009) developed the Belongingness Scale - Clinical Placement Experience (BES-CPE) to assess belongingness in the CLE. Levett-Jones et al. (2009) noted the need for the scale to be used within different contexts and diverse cohorts to further assess its validity and reliability. First used with third-year pre-licensure nursing students at three universities in Australia and England, the BES-CPE has been successfully translated from English into Persian (Ashktorab et al., 2015), Japanese (Hondaet al., 2016), and Korean (Kim & Jung, 2012) with consistent validity and reliability. Used once in the United States, Grobecker (2016) utilized the original BES-CPE scale to compare belongingness with perceived stress in nursing students. The authors noted dialectical and phrasing differences between the original scale and terminology used in U.S. nursing programs that could potentially lead to response inconsistencies and ultimately inaccurate conclusions. Therefore, the authors aimed to adapt the BES-CPE tool to reflect language norms in the United States and psychometrically evaluate the validity and reliability of the revised scale.

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