Evaluating students' perception of their clinical placements — Testing the clinical learning environment and supervision and nurse teacher scale (CLES+T scale) in Germany

Bergjan, Manuela; Hertel, Frank

doi:10.1016/j.nedt.2012.11.002

Cited by 53 publications

(49 citation statements)

References 24 publications

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“…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).…”

Section: Discussionsupporting

confidence: 92%

“…"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).…”

Section: Discussionsupporting

confidence: 90%

“…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.…”

Section: Discussionsupporting

confidence: 77%

“…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.…”

Section: Introductionmentioning

confidence: 99%

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

Vizcaya-Moreno

Pérez-Cañaveras

Juan

et al. 2015

International Journal of Nursing Studies

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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.

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Section: Discussionsupporting

confidence: 92%

Section: Discussionsupporting

confidence: 90%

Section: Discussionsupporting

confidence: 77%

Section: Introductionmentioning

confidence: 99%

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

Vizcaya-Moreno

Pérez-Cañaveras

Juan

et al. 2015

International Journal of Nursing Studies

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“…Clinical learning is also linked with relational and organizational phenomena within the wards, in addition to pedagogical issues. Undergraduate nurses' clinical experiences are considered as workplace-based learning and they are deeply linked with organizational variables [11] .…”

Section: Introductionmentioning

confidence: 99%

Multilevel perspectives in clinical learning environments' assessment: An insight on levels involved in planning nursing education

Tomietto

Comparcini

Saarikoski

et al. 2014

JNEP

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Background: Clinical learning in nursing education is workplace-based and it involves both learning and organizational factors. Students could experience these factors both at individual and at group level. This study aimed to assess clinical learning environment as a multilevel phenomenon, by grouping students' perceptions at different organizational levels. Method:A cross-sectional multilevel design has been conducted. 3 Italian Universities, 6 Hospitals and 73 wards have been involved in the study during 2013. Wards with at least 3 attending nursing students have been included. The sample involved 597 nursing students (average age 23.1 years, SD = 4.67 years; 72.6% females; 27.2% attending first year; 31.7% second year; 41.1% third year). Clinical Learning Environment and Supervision plus Nurse teacher (CLES+T) scale has been administered. Intraclass Correlation Coefficients (ICC) have been estimated at ward, at hospital and at University level.Results: All ICCs scores were above 0.10 and they indicated clinical learning environment as a multilevel phenomenon. The most pertinent level to multilevel research was the ward level. The nurse teacher scale was pertinent to Hospital and University level. Conclusions:Clinical learning environment is a multilevel phenomenon. These findings could enhance research development in this field of studies. Practical implications suggest multilevel approach in order to detect the most effective organizational level to improve educational intervention.

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The Supervision Scale

Saarikoski¹

2014

The Wiley International Handbook of Clinical Supervision

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Evaluating students' perception of their clinical placements — Testing the clinical learning environment and supervision and nurse teacher scale (CLES+T scale) in Germany

Cited by 53 publications

References 24 publications

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

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

Multilevel perspectives in clinical learning environments' assessment: An insight on levels involved in planning nursing education

The Supervision Scale

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