Translation and validation of the clinical learning environment, supervision and nurse teacher scale (CLES + T) in Croatian language

Nursing Students’ Expectations and Evaluations of Mentors’ Competences and Mentors’ Self-Evaluations as Indicators of Mentoring Process Quality

“…According to estimates by the second-year students, mentors possess and apply their competences of positive relationship with the patient and the health care team in a significantly lesser extent, for which the students had very high expectations. These results are in line with studies that emphasize the importance of good interpersonal relationships even more than students do in their expectations in clinical practice [5,7,21,22]. Mentors owned and applied the competences that relate to their personality in a much larger extent than in the students' expectations, which is consistent with the results of other studies [1,18].…”

“…The comparison of evaluated and selfevaluated mean scores of characteristics and categories does not point out mentors' overestimation; which means that mentors of the second year, compared to the mentors of the first and third year were "modest", i.e., the most objective, according to their self-assessments. These facts emphasize the importance of the quality mentor-student relationship as the foundation of effective mentoring process [7,12,21,22]. According to total mean values of the category of mentors' self-evaluated competences in relation to the assessments of the third-year students, mentors have significantly overestimated their competences in all six categories.…”

“…Mentors and students do not spend enough quality time in mutually respecting and caring relationship, which is a necessary mentors' competence during the mentoring process [1,5,12]. Lack of information exchange during the mentoring process can lead to unwanted errors and the consequences that could be avoided [7].…”

“…Mentors must be aware of their strong influence on students as role models because students are considerably shaped by their mentors' characteristics [6]. Mentors' competence levels will improve or hinder their students' learning [7]. Competent mentors facilitate students' acquisition of professional knowledge, technical, psychomotor, interpersonal and communication skills, attitudes, identity, professional responsibility, selfconfidence and independence in clinical environment [8][9][10].…”

The Clinical Learning Environment, Supervision and the Nurse Teacher Evaluation Scale: Turkish Version

“…In the original scale, the Cronbach's alpha coefficients of subscales are between .77 and .96 (Saarikoski et al, ). The versions of the CLES+T in other languages, the Cronbach's alpha levels were between .75 and .96 for Swedish version, .85 and .96 for Norwegian version, .80 and .96 for Italian version, .82 and .96 for German version, .82 and .93 for New Zealand version, .81 and .96 for Greek version, .77 and .96 for Crotian version, and .78 and .94 for Korean version (Bergjan & Hertel, ; Henriksen et al, ; Johansson et al, ; Lovric et al, ; Papastavrou et al, ; Sun‐Hee et al, ; Tomietto et al, ; Watson et al, ).…”