Development and psychometric testing of the clinical learning environment, supervision and nurse teacher evaluation scale (CLES+T): The Spanish version

Abstract

Please cite this article as: Vizcaya-Moreno, M.F., Pérez-Cañaveras, R.M., De Juan, J., Saarikoski, M.,Development and psychometric testing of the clinical learning environment, supervision and nurse teacher evaluation scale (cles+t): the spanish version., International Journal of Nursing Studies (2014), http://dx.doi.org/10. 1016/j.ijnurstu.2014.08.008 This is a PDF file of an unedited manuscript that has been accepted for publication. As a service to our customers we are providing this early version of the manuscript. The manuscript will undergo copyediting, typesetting, and review of the resulting proof before it is published in its final form. Please note that during the production process errors may be discovered which could affect the content, and all legal disclaimers that apply to the journal pertain. AcknowledgementsThe authors are grateful to the students who participated in this study. Thank you for sharing your opinions and experiences with us. Methods:The CLES+T scale was translated using the modified direct translation method.Statistical analyses were performed using PASW Statistics 18 and AMOS 18.0.0 software. A multivariate analysis was conducted in order to assess construct validity. Cronbach's alpha coefficient was used to evaluate instrument reliability.Results: An exploratory factorial analysis identified the five dimensions from the original version, and explained 66·4% of the variance. Confirmatory factor analysis supported the factor structure of the Spanish version of the instrument. Cronbach´s alpha coefficient for the scale was ·95, ranging from ·80 to ·97 for the subscales.Conclusion: This version of the CLES+T instrument showed acceptable psychometric properties for use as an assessment scale in Spanish-speaking countries.

Development and testing of the CALDs and CLES+T scales for international nursing students’ clinical learning environments

“…Different outcomes have been obtained when applying different translated version of the CLES+T scale factor model (Vizcaya‐Moreno et al . ) and in this work when comparing four‐, five‐ and eight‐factor models. The results of this study can be compared with those obtained with the original five‐factor model of the CLES+T scale (Saarikoski et al .…”

“…, Bergjan & Hertel , Riklikiene & Nalivaikiene , Vizcaya‐Moreno et al . ). The self‐assessment CLES+T scale was designed to enable researchers to describe nursing students’ experiences and perceptions of their clinical learning environment, supervision and nurse teachers.…”

Questionnaire to Measure the Participation of Nursing Professionals in Mentoring Students

“…In addition, the IMSOC questionnaire may be used to evaluate the effect of the formation of mentors in their level of participation or to select mentors and practice units, along with other tools, like the Clinical Learning Environment, Supervision and Nurse Teacher evaluation scale (CLES+T) (22,23) that permits evaluating the adaptation of the learning environment in the practice units. The difference between both is that the IMSOC questionnaire permits knowing beforehand the level of implication or participation of the mentors and the CLES+T questionnaire offers information from the students' perspectives and it is administered when the students have already done the clinical practices.…”

Adaptation and validation of the instrument Clinical Learning Environment and Supervision for medical students in primary health care

“…It would also facilitate the comparison of units and clinics. The original CLES instrument for nursing educations has been adapted to local contexts [19, 24]. It is possible that similar adaptation needs to be made if the instrument is going to be introduced for medical students and students from other professionals in a wider context.…”