Clinical learning environment, supervision and nurse teacher evaluation scale: psychometric evaluation of the Swedish version

Abstract

The Swedish version of Clinical Learning Environment, Supervision and Nurse Teacher evaluation scale has satisfactory psychometric properties and could be a useful quality instrument in nursing education. However, further investigation is required to develop and evaluate the questionnaire.

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).…”

“…Nevertheless EFA showed seven of the items loaded on different factors in the Spanish student sample compared with the Finnish student sample (Saarikoski et al, 2008). However, our results are consistent with those obtained by Johansson (2010) (Table 2). …”

“…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.…”

“…European countries signatory to the Bologna Declaration are committed to restructuring their educational systems so that these become more transparent and similar, and to promoting the mobility of students, teaching and administrative in Europe. Previous research suggests that it is necessary to work cooperatively on the project of a European nursing education curriculum (De Witte et al, 2011;Johansson et al, 2010;Salminen et al, 2010;Suhonen et al, 2009). However, the concerning curricula evidence published in the scientific literature following the Bologna Declaration is limited and of little relevance in the context of nursing studies (KajanderUnkuri 2013; Dante et al, 2013;Suhonen et al, 2009).…”

“…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.…”