Development and Testing of the Norwegian Version of the Clinical Learning Environment, Supervision and Nurse Teacher (CLES+T) Evaluation Scale

Abstract

Several instruments have been developed to monitor nursing students' subjective evaluation of clinical placement. The Clinical Learning Environment, Supervision and Nurse Teacher (CLES+T) evaluation scale measures five dimensions. The purpose of this study was to translate and test the construct validity and internal consistency of the evaluation scale within a Norwegian context. The questionnaire was distributed to all students in four university colleges (n=1229) in 2009 with a response rate of 41.6 % (n=511). Only students from institutional practice settings (n=407) were included in the analysis. The instrument has properties suitable for evaluation also within a Norwegian context, despite some minor differences in factor structure, indicating common underlying properties regarding students' evaluation of the clinical learning environment and how they rate the premises of nursing on the ward.

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

“…In the present study, the "supervisory relationship" was identified as the most significant factor in the clinical learning environment, consistent with similar results obtained in previous research on this instrument (Bergjan and Hertel, 2013;Henriksen et al, 2012;Johansson et al, 2010;Papastavrou et al, 2010;Saarikoski et al, 2008). "Pedagogical atmosphere on the ward" was the second most important factor, in agreement with the findings reported by Bergjan and Hertel (2013), Henriksen et al (2012), Johansson et al (2010) and Saarikoski et al (2008).…”

“…"Pedagogical atmosphere on the ward" was the second most important factor, in agreement with the findings reported by Bergjan and Hertel (2013), Henriksen et al (2012), Johansson et al (2010) and Saarikoski et al (2008).…”

“…In addition, their alpha values were comparable with those obtained for the German version (from ·82 to ·96) (Bergjan and Hertel, 2013), the Norwegian version (from ·85 to ·96) (Henriksen et al, 2012), the Dutch version (from ·80 to ·95) (De Witte et al, 2011), the Swedish version (from ·75 to ·96) (Johansson et al, 2010), the Greek version (from ·81 to ·95) (Papastavrou et al, 2010) A c c e p t e d M a n u s c r i p t 10 As in previous studies (Bergjan and Hertel, 2013;Henriksen et al, 2012;De Witte et al, 2011;Johansson et al, 2010;Papastavrou et al, 2010;Tomietto et al, 2009), our data confirmed the five -factor structure of the CLES+T scale (Saarikoski et al, 2008). However, Watson et al (2014) achieved a four -factor model for their data, which combined the components of factors 1 and 2.…”

“…Such is the case of the Clinical Learning Environment, Supervision and Nurse Teacher Evaluation Scale (CLES+T) (Saarikoski et al, 2008), which has been translated into several different languages, and used in different countries. For example, the first time in Finland (Saarikoski et al, 2008), and then in New Zealand (Watson et al, 2014), Germany (Bergjan and Hertel, 2013), Norway (Bos et al, 2012, Henriksen et al, 2012Skaalvik et al, 2011), Holland (De Witte et al, 2011, Sweden (Johansson et al, 2010), Greece (Papastavrou et al, 2010) and Italy (Tomietto et al, 2009). Thus, the development of powerful, multilingual instruments for evaluating the quality of the clinical learning process around the world is essential.…”

Relationship between Nursing Students’ Clinical Placement Satisfaction, Academic Self-Efficacy and Achievement

“…2.4.2. Students' satisfaction with clinical placement tool was developed by the researchers, based on reviewing literature and instruments related to the study scope [9], [31], and [32]. It is a self-report Arabic questionnaire designed to measure the nursing students' satisfaction with the clinical placement.…”