Abstract
ABSTRACTAim:A methodological type of study was conducted for the purpose of investigating the validity and reliability of the Turkish version of the Clinical Learning Environment, Supervision and Nurse Teacher (CLES+T) evaluation scale of the clinical learning environment of students, clinical nurses, and educators. Methods:Sample was comprised of 602 Turkish nursing students with clinical practice experience at the hospital. The CLES+T, developed by Saarikoski, was used for data collection. Language equivalency, internal consistency, item-total correlation, and structure validity were conducted within the scope of the validity and reliability study on the CLES +T scale. Results:It was determined that item-total correlations of four items were lower than 0.30, and those items were removed from the scale as a result of item analysis. The Cronbach’s alpha value of the scale was 0.93-0.99; item total point correlations of the scale varied between 0.45 and 0.66; six factors were identified in the CLES+T factor analysis study, with a total variance explained by these six factors of 64%. Conclusion:According to the findings of the research, the CLES+T Turkish version was found to be a valid and reliable scale, which can be used to evaluate satisfaction of nursing students with their clinical education in Turkey.
Highlights
Clinical education is a process that provides the student with the opportunity to practice his/her theoretical knowledge, gain professional identity, and learn by practice; it is crucial in nursing education programs(1)
In order for the students to be able to benefit from these opportunities, clinical learning environments must be designed in a way that serve these ends, and the students must be supported
Employee and student relationships and significant learning situations in the clinical learning environment constitute the pedagogical atmosphere of the clinic(8)
Summary
Clinical education is a process that provides the student with the opportunity to practice his/her theoretical knowledge, gain professional identity, and learn by practice; it is crucial in nursing education programs(1). The clinical learning environment includes attributes of the clinical work setting which nurses perceive to influence their professional development(7). Employee and student relationships and significant learning situations in the clinical learning environment constitute the pedagogical atmosphere of the clinic(8). Support, and feedback affect the clinical learning environment, and are important for positive learning(9-10). The acceptance of nursing students as “team members” in the clinical environment, and consideration of student opinions and experiences in the solution of problems, contributes to their professional development(14). This critical thinking and mutually innovative atmosphere may influence nursing care and quality, it would be reflected in the patientnurse relationships(14)
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