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

İyigün, Emine; Taştan, Sevinç; Ayhan, Hatice; Pazar, Berrin; Tekin, Yasemin Eda; Coskun, Halise; Saarikoski, Mikko

doi:10.1111/ijn.12795

Cited by 9 publications

(4 citation statements)

References 24 publications

(75 reference statements)

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“…The new scale, titled Clinical Learning Environment, Supervision, and Nurse Teacher (CLES-T) Scale, was validated in the same year [ 40 ]. A total of 19 studies were included: 1 development review [ 40 ] and 18 validation studies [ 39 , 44 , 45 , 46 , 47 , 48 , 49 , 50 , 51 , 52 , 53 , 54 , 55 , 56 , 57 , 58 , 59 ]. CLES-T also received a grade of B recommendation, needing further study.…”

Section: Resultsmentioning

confidence: 99%

Appraisal and Evaluation of the Learning Environment Instruments of the Student Nurse: A Systematic Review Using COSMIN Methodology

et al. 2023

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Background: Nursing education consists of theory and practice, and student nurses’ perception of the learning environment, both educational and clinical, is one of the elements that determines the success or failure of their university study path. This study aimed to identify the currently available tools for measuring the clinical and educational learning environments of student nurses and to evaluate their measurement properties in order to provide solid evidence for researchers, educators, and clinical tutors to use in the selection of tools. Methods: We conducted a systematic review to evaluate the psychometric properties of self-reported learning environment tools in accordance with the Consensus-based Standards for the Selection of Health Measurement Instruments (COSMIN) Guidelines of 2018. The research was conducted on the following databases: PubMed, CINAHL, APA PsycInfo, and ERIC. Results: In the literature, 14 instruments were found that evaluate both the traditional and simulated clinical learning environments and the educational learning environments of student nurses. These tools can be ideally divided into first-generation tools developed from different learning theories and second-generation tools developed by mixing, reviewing, and integrating different already-validated tools. Conclusion: Not all the relevant psychometric properties of the instruments were evaluated, and the methodological approaches used were often doubtful or inadequate, thus threatening the instruments’ external validity. Further research is needed to complete the validation processes undertaken for both new and already developed instruments, using higher-quality methods and evaluating all psychometric properties.

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Section: Resultsmentioning

confidence: 99%

Appraisal and Evaluation of the Learning Environment Instruments of the Student Nurse: A Systematic Review Using COSMIN Methodology

et al. 2023

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“…[19][20][21][22][23] Some later instruments reported are adaptations of these early versions. 13,[24][25][26] Overall, all of these instruments contain similar Factors, such as staff-student relationships, students feeling "included" and "atmosphere", with only slight variation in Items due to language and training differences in the countries of origin. 27 Additional Factors have also been included in some versions to account for other teaching roles in the SHN CLE such as "preceptor" or "ward manager".…”

Section: Svn Clei Designmentioning

confidence: 99%

Developing the SVN CLEI: A Novel Psychometric Instrument for Evaluating the Clinical Learning Environment of Student Veterinary Nurses in the UK

Holt

Farrell

Corrigan

2023

Journal of Veterinary Medical Education

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Student veterinary nurses (SVNs) in the United Kingdom can spend over half their training time within the clinical learning environment (CLE) of a training veterinary practice before achieving clinical competency. Sociocultural complexities and poor management within the CLE may have a significant impact on the learning experiences of SVNs, as has been found in studies involving student human nurses. The aim of this research was to develop and validate the SVN CLE Inventory (CLEI) using principal component analysis (PCA), via a cross-sectional design, based on inventories already established in human nursing CLEs. The SVN CLEI was distributed to SVNs via an online survey over a 3-month period, generating 271 responses. PCA resulted in a valid and reliable SVN CLEI with 25 items across three factors with a total variance explained of 61.004% and an overall Cronbach’s alpha (α) of .953 (factor 1: clinical supervisor support of learning [α = .935]; factor 2: pedagogical atmosphere of the practice [α = .924]; factor 3: opportunities for engagement [α = .698]). Gaining student feedback is a requirement set out by the Royal College of Veterinary Surgeons Standards Framework for Student Veterinary Nurse Education and Training, and the SVN CLEI can be used to complement the current evaluation of the training veterinary practice CLE. This will facilitate development of a more comparable, consistent, and positive experience for SVNs during clinical training in the UK.

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“…Also complementariness of the CLES+T scale and the Cultural and Linguistic Diversity Scale (CALDs) designed to be used together to assess CLE by the international nursing students was studied [20]. Additionally, all current validation studies of CLES+T resulted in good psychometric properties, providing an opportunity for an effective assessment of CLE in various cultural environments [21][22][23][24].…”

Section: Introductionmentioning

confidence: 99%

The clinical learning environment, supervision and nurse teacher scale (CLES+T): psychometric properties measured in the context of postgraduate nursing education

et al. 2020

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Background: The Clinical Learning Environment, Supervision and Nurse Teacher Scale (CLES+T) instrument is internationally used for the evaluation of clinical learning environment in undergraduate nursing education. However, no evidence is available on the possible applications of this instrument in the context of postgraduate nursing education. Purpose: To examine the basic psychometric properties of CLES+T in the context of clinical postgraduate nursing education in Poland. Methods: Study among a sample of 417 nurses participating in the clinical postgraduate training in Poland. Results: Cronbach's alpha for the total scale was 0.97. A five-factor structure was confirmed in accordance with the assumptions adopted by the authors of the original version of the scale. Cronbach's alpha coefficient for the Polish version of the CLES+T subscales ranged from 0.83 (Nursing care on the ward) to 0.95 (The content of supervisory relationship). The mean results for individual subscales ranged from 4.52 ± 0.63 for nursing care on the ward to 4.73 ± 0.45 for role of the nurse teacher. Conclusions: Having shown satisfactory psychometric properties, CLES+T can be considered a useful instrument to assess those elements of clinical learning environment which are important for the assurance of education quality at the postgraduate level.

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

Cited by 9 publications

References 24 publications

Appraisal and Evaluation of the Learning Environment Instruments of the Student Nurse: A Systematic Review Using COSMIN Methodology

Appraisal and Evaluation of the Learning Environment Instruments of the Student Nurse: A Systematic Review Using COSMIN Methodology

Developing the SVN CLEI: A Novel Psychometric Instrument for Evaluating the Clinical Learning Environment of Student Veterinary Nurses in the UK

The clinical learning environment, supervision and nurse teacher scale (CLES+T): psychometric properties measured in the context of postgraduate nursing education

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