Abstract：
BACKGROUND: The aim of this study was to adapt and validate the Belongingness Scale-Clinical Placement Experience (BES-CPE) for Doctor of Physical Therapy (DPT) students in the United States.
METHODS: Belongingness is vital to one\'s mental, emotional, and physical health. Research has shown that belongingness is positively correlated with students\' academic performance and achievement. An absence of belongingness may hinder students\' full participation in clinical experiences and compromise clinical achievement.
METHODS: Respondents were current or former DPT students at least 18 years of age who had either completed the midterm evaluation of their final terminal full-time clinical education experience (TCE) in their DPT program or were no more than 1 year from the completion of their final TCE.
METHODS: The BES-CPE was adapted for DPT students, and the scale was completed electronically by those who met the inclusion criteria. Principal component analysis with promax rotation and Cronbach\'s α were used to determine construct validity and reliability.
RESULTS: One hundred fifty-nine respondents completed all items on the BES-CPE and demographic survey. A 3-component structure was identified (esteem, connectedness, and efficacy), which was aligned to the original BES-CPE scale. One item was discarded, and the final version of the BES-CPE for DPT students is a 33-item scale with satisfactory internal consistency.
CONCLUSIONS: This study adapted and provided evidence for validity of the first known scale to measure belongingness in DPT students during their clinical education experiences (CEEs) in the United States. The 33-item BES-CPE provided valid and reliable measures of belongingness in DPT students during CEEs that can be used to provide a better understanding of the student experience in the clinical learning environment.
METHODS: Belongingness is vital to one\'s mental, emotional, and physical health. Research has shown that belongingness is positively correlated with students\' academic performance and achievement. An absence of belongingness may hinder students\' full participation in clinical experiences and compromise clinical achievement.
METHODS: Respondents were current or former DPT students at least 18 years of age who had either completed the midterm evaluation of their final terminal full-time clinical education experience (TCE) in their DPT program or were no more than 1 year from the completion of their final TCE.
METHODS: The BES-CPE was adapted for DPT students, and the scale was completed electronically by those who met the inclusion criteria. Principal component analysis with promax rotation and Cronbach\'s α were used to determine construct validity and reliability.
RESULTS: One hundred fifty-nine respondents completed all items on the BES-CPE and demographic survey. A 3-component structure was identified (esteem, connectedness, and efficacy), which was aligned to the original BES-CPE scale. One item was discarded, and the final version of the BES-CPE for DPT students is a 33-item scale with satisfactory internal consistency.
CONCLUSIONS: This study adapted and provided evidence for validity of the first known scale to measure belongingness in DPT students during their clinical education experiences (CEEs) in the United States. The 33-item BES-CPE provided valid and reliable measures of belongingness in DPT students during CEEs that can be used to provide a better understanding of the student experience in the clinical learning environment.
摘要：
背景：这项研究的目的是适应和验证美国物理治疗医生（DPT）学生的归属感量表-临床安置经验（BES-CPE）。
方法：归属感对一个人的心理至关重要，情感,和身体健康。研究表明，归属感与学生的学习成绩和成就呈正相关。缺乏归属感可能会阻碍学生充分参与临床经验并损害临床成就。
方法：受访者是年龄至少18岁的现任或前任DPT学生，他们在DPT课程中完成了对最终终末全日制临床教育经验（TCE）的中期评估，或者距完成最终TCE不超过1年。
方法：BES-CPE适用于DPT学生，比额表是由符合纳入标准的人士以电子方式完成的。使用promax旋转和Cronbach'sα的主成分分析来确定结构的有效性和可靠性。
结果：一百五十九名受访者完成了BES-CPE和人口统计学调查的所有项目。确定了一个三组分结构(尊重，连通性，和功效），与原始BES-CPE量表一致。一件物品被丢弃,DPT学生BES-CPE的最终版本是33个项目的量表，具有令人满意的内部一致性。
结论：这项研究调整并提供了第一个已知量表的有效性的证据，该量表用于衡量DPT学生在美国的临床教育经历（CEE）期间的归属感。33项BES-CPE在CEE期间为DPT学生提供了有效且可靠的归属感措施，可用于更好地了解临床学习环境中的学生体验。
方法：归属感对一个人的心理至关重要，情感,和身体健康。研究表明，归属感与学生的学习成绩和成就呈正相关。缺乏归属感可能会阻碍学生充分参与临床经验并损害临床成就。
方法：受访者是年龄至少18岁的现任或前任DPT学生，他们在DPT课程中完成了对最终终末全日制临床教育经验（TCE）的中期评估，或者距完成最终TCE不超过1年。
方法：BES-CPE适用于DPT学生，比额表是由符合纳入标准的人士以电子方式完成的。使用promax旋转和Cronbach'sα的主成分分析来确定结构的有效性和可靠性。
结果：一百五十九名受访者完成了BES-CPE和人口统计学调查的所有项目。确定了一个三组分结构(尊重，连通性，和功效），与原始BES-CPE量表一致。一件物品被丢弃,DPT学生BES-CPE的最终版本是33个项目的量表，具有令人满意的内部一致性。
结论：这项研究调整并提供了第一个已知量表的有效性的证据，该量表用于衡量DPT学生在美国的临床教育经历（CEE）期间的归属感。33项BES-CPE在CEE期间为DPT学生提供了有效且可靠的归属感措施，可用于更好地了解临床学习环境中的学生体验。
