The clinical learning environment and supervision by staff nurses: developing the instrument

Saarikoski, Mikko; Leino‐Kilpi, Helena

doi:10.1016/s0020-7489(01)00031-1

Cited by 177 publications

(160 citation statements)

References 30 publications

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“…Clinical Learning Environment and Supervision plus nurse Teacher (CLES+T) scale [14,22] has been used to assess students' perception of the clinical learning environment within the ward. Dimensions assessed by CLES+T are: pedagogical atmosphere (9 items concerning students' perception of ward learning climate); leadership style of the ward manager (4 items concerning ward manager's integration in the team); premises of nursing on the ward (4 items which assess how much nursing care is personalized and if nursing documentation is clear); supervisory relationship (8 items which explore if mentor-student relationship is characterized by a mutual interaction and it is oriented to student's learning needs) and the nurse teacher scale (9 items which assess integration, cooperation and relationship of the nurse teacher with the students and the ward team) [14] .…”

Section: Instrumentsmentioning

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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Section: Instrumentsmentioning

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

Self Cite

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“…Evidence from Slovakia suggests Clinical practice and student supervision issues have not received sufficient attention. Following previous European studies (Saarikoski, Leino-Kilpi, 2002;Saarikoski et al, © 2016 Central European Journal of Nursing and Midwifery 471…”

Section: Introductionmentioning

confidence: 95%

“…The instrument was developed on content analysis of the results arising from a number of empirical studies, audit instruments and systematic literature reviews, and is primarily used to evaluate nursing teachers' pedagogical and social role-dimensions in the clinical practice of student nurses and the impact of different supervision models (Saarikoski et al, 2009) on students' perceptions of clinical learning enviroment. The CLES+T scale is a modified and improved version of the Clinical Learning Environment and Supervision (CLES) scale (Saarikoski, Leino-Kilpi, 2002). The CLES has been used more often in Sloviakia than the recent versionthe CLES+T scale.…”

Section: Introductionmentioning

confidence: 99%

Factors influencing the effectiveness of clinical learning environment in nursing education

Gurková¹,

Žiaková²,

Cibríková³

et al. 2016

Cent Eur J Nurs Midw

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Aim: The purpose of the cross-sectional descriptive study was to investigate how nursing students evaluate particular factors of clinical learning environment during their professional placement in hospitals. We explored which factors of clinical environment contribute significantly to students' evaluation of it. Design: A descriptive cross-sectional study. Methods: The sample included 503 nursing students in their second or third year of study at six Slovak universities. A valid and reliable questionnaire, the Clinical Learning Environment, Supervision and Nurse Teacher evaluation scale (CLES+T), was used to evaluate the student nurses' experiences and clinical placement. The data were analysed using descriptive statistics, Pearson's chi-square test, multifactorial ANOVA procedure and Pearsons' correlations, and p-value < 0.05 was taken to indicate statistical significance for all comparisons. Results: A significant proportion of students experienced a traditional model of group supervision. Supervision method, supervisory session frequency, and duration of clinical placement had a significant impact on their evaluation of clinical environments. Conclusion: Supervision methods are a significant factor influencing student evaluation of their clinical placement environment. Compared to other European studies, we found a less frequent application of individual supervision and that the Slovak university setting is dominated by a traditional group model of supervision. The study offers a valuable insight into the analysis of factors contributing to improvements in clinical learning environment and models of clinical or workplace training.

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“…Evalueringsstudien er iverksatt som grunnlag for det kontinuerlige arbeidet med å skape et godt klinisk laeringsmiljø (1,2). Fagmiljøene og Norsk Sykepleierforbund står sammen om å styrke praksisstudiene i en videreføring av sykepleiefagets praktiske kunnskapstradisjon (3).…”

Section: Bedre Kvalitets-sikring Av Praksisunclassified

Bedre kvalitetssikring av praksis

Skaalvik¹

2015

Sykepleien

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The clinical learning environment and supervision by staff nurses: developing the instrument

Cited by 177 publications

References 30 publications

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

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

Factors influencing the effectiveness of clinical learning environment in nursing education

Bedre kvalitetssikring av praksis

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