Development and testing of the <scp>CALD</scp>s and <scp>CLES</scp>+T scales for international nursing students’ clinical learning environments

Mikkonen, Kristina; Elo, Satu; Miettunen, Jouko; Saarikoski, Mikko; Kääriäinen, Maria

doi:10.1111/jan.13268

Cited by 23 publications

(29 citation statements)

References 48 publications

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“…This study provides evidence that the App, developed to facilitate cooperation between student and teacher, may be one solution to this complicated cooperation (Mikkonen et al., ; Saarikoski et al., ; Salminen et al., ). Moreover, the App may change the method of documentation, providing a new information source for the curricula's development.…”

Section: Discussionmentioning

confidence: 78%

“…Since the transfer of nursing education to HEIs in the early 1990s in Europe, the cooperation between students and teacher in promoting clinical learning (Löfmark et al., ; O'Connor & Andrews, ) has become complicated (Salminen et al., ) and conducted at a distance from the HEIs (Mikkonen, Elo, Miettunen, Saarikoski, & Kääriäinen, ; Saarikoski et al., ). It is evident, that there is no superior pedagogical method for this cooperation (Bloomfield, While, & Roberts, ; Forber et al., ; Gustafsson et al., ; Saarikoski et al., ).…”

Section: Introductionmentioning

confidence: 99%

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Effectiveness of mobile cooperation intervention on students’ clinical learning outcomes: A randomized controlled trial

Strandell‐Laine

Saarikoski

Löyttyniemi

et al. 2018

Journal of Advanced Nursing

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Section: Discussionmentioning

confidence: 78%

Section: Introductionmentioning

confidence: 99%

Effectiveness of mobile cooperation intervention on students’ clinical learning outcomes: A randomized controlled trial

Strandell‐Laine

Saarikoski

Löyttyniemi

et al. 2018

Journal of Advanced Nursing

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“…An evaluation of the theoretical framework of the CLES+T scale demonstrated adequate relevance and importance relating to international students (Mikkonen et al 2017a). With regards to international students' education, five areas in the CLES+T scale, the content of supervisory relationship, pedagogical atmosphere, premises of nursing on the ward, leadership style of the ward manager and role of the nurse teacher were complemented with additional five areas important specifically for them.…”

Section: International Nursing Studentsmentioning

confidence: 99%

“…With regards to international students' education, five areas in the CLES+T scale, the content of supervisory relationship, pedagogical atmosphere, premises of nursing on the ward, leadership style of the ward manager and role of the nurse teacher were complemented with additional five areas important specifically for them. These specific areas included: cultural diversity in the clinical learning, role of the student, orientation into the clinical placement, culturally diverse pedagogical atmosphere and linguistic diversity in the clinical learning environment (Mikkonen et al 2017a).…”

Section: International Nursing Studentsmentioning

confidence: 99%

“…The scales have been tested for face and content validity, and for construct validity with two explorative factor analyses on the CLES+T scale and the newly created Cultural and Linguistic Diversity scale (CALDs). The tests were made with 231 international students in a cross-sectional study (Mikkonen et al 2017a). After psychometric testing, CLES+T scale changed from an original five-factor model into an eight-factor model with 34-items remaining.…”

Section: International Nursing Studentsmentioning

confidence: 99%

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New Ways and Environments for Using the CLES Framework

Mikkonen

Riklikienė

2017

The CLES-Scale: An Evaluation Tool for Healthcare Education

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Clinical Learning Environment and Supervision scale (CLES) has been used and validated in many countries (see Chapter 4). Most commonly, the validation studies have been carried out in a hospital environment and the samples have consisted of general nursing students. An interesting enquiry was raised concerning the validity and implications of the CLES framework in other fields of healthcare services and healthcare student groups including medical students. This chapter presents new ways and environments for implementing the CLES scale, with healthcare students in general, and international nursing students in particular. The examples come from healthcare and medical education. The section dealing with challenges relating to international students' clinical practicum also introduces a new scale Cultural and Linguistic Diversity scale (CALDs). This scale is developed for international nursing students and can be used together with the CLES+T scale. 9.1. Healthcare and medical students In order to ensure the quality of the clinical learning environment and supervision of healthcare students, Clinical Learning Environment and Supervision scale (CLES) has been used and validated for various professional contexts. Three examples of original studies examining the use of the CLES scale include nursing students (Bos et al. 2012) and medical students (Öhman et al. 2016) in primary healthcare in Sweden; and midwifery students in primary and specialized healthcare in Lithuania (Kontrimaite 2017). Example from Sweden-nursing students in primary healthcare The investigation examined nursing and medical students' perspectives on the clinical learning environment in primary healthcare settings in Sweden (Bos 2014, Öhman et al. 2016). Students' perceptions on primary healthcare as a learning environment were measured using the CLES+T scale on nursing students (Bos et al. 2012) and CLES scale on medical students (Öhman et al. 2016). The purpose was to identify factors that promote a constructive) clinical learning environment in primary healthcare settings. This was the first time the scale was used and validated in a new learning environment. Table 9.1 presents the newly validated CLES+T scale for nursing students for primary healthcare settings.

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A scoping review of the questionnaires used for the assessment of the perception of undergraduate students of the learning environment in healthcare professions education programs

Mukhalalati,

Yakti,

Elshami

2024

Adv in Health Sci Educ

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The learning environment (LE) includes social interactions, organizational culture, structures, and physical and virtual spaces that influence the learning experiences of students. Despite numerous studies exploring the perception of healthcare professional students (HCPS) of their LE, the validity evidence of the utilized questionnaires remains unclear. This scoping review aimed to identify questionnaires used to examine the perception of undergraduate HCPS of their LE and to assess their validity evidence. Five key concepts were used: (1) higher education; (2) questionnaire; (3) LE; (4) perception; and (5) health professions (HP). PubMed, ERIC, ProQuest, and Cochrane databases were searched for studies developing or adapting questionnaires to examine LE. This review employed the APERA standards of validity evidence and Beckman et al. (J Gen Intern Med 20:1159–1164, 2005) interpretation of these standards according to 5 categories: content, internal structure, response process, relation to other variables, and consequences. Out of 41 questionnaires included in this review, the analysis revealed a predominant emphasis on content and internal structure categories. However, less than 10% of the included questionnaires provided information in relation to other variables, consequences, and response process categories. Most of the identified questionnaires received extensive coverage in the fields of medicine and nursing, followed by dentistry. This review identified diverse questionnaires utilized for examining the perception of students of their LE across different HPs. Given the limited validity evidence for existing questionnaires, future research should prioritize the development and validation of psychometric measures. This will ultimately ensure sound and evidence-based quality improvement measures of the LE in HP education programs.

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

Abstract: A new scale was developed to improve evidence-based mentorship of international nursing students in clinical learning environments. The instrument will be useful to educators seeking to identify factors that affect the learning of international students.

Cited by 23 publications

References 48 publications

Effectiveness of mobile cooperation intervention on students’ clinical learning outcomes: A randomized controlled trial

Effectiveness of mobile cooperation intervention on students’ clinical learning outcomes: A randomized controlled trial

New Ways and Environments for Using the CLES Framework

A scoping review of the questionnaires used for the assessment of the perception of undergraduate students of the learning environment in healthcare professions education programs

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