Evaluation Of Clinical Learning Environment Research Articles

The implementation of CLES+T questionnaire in the Italian nursing bachelor’s degree program for the evaluation of clinical learning environment by nursing students: a study protocol

BACKGROUND: The practical training process represents a crucial step in the university process for students on degree courses in the health and medical professions. This discussion is emphasized for nursing students, who, for each stage of the internship, may have the opportunity to enrich themselves in practical terms and to be able to compare themselves with the reality of work physically. Based on this discussion, it is essential to carry out a periodic evaluation of the working realities. OBJECTIVES: The main objective of this work is to implement an evaluation tool for the clinical training environment to ensure feedback for both the healthcare facility under consideration and to improve the quality of university clinical training. METHOD: This research study protocol envisages an observational study as the type of study, with recruitment of nursing degree courses to subsequently include students from the various academic years. The study involves the application of the CLES+T questionnaire in participating degree courses, initially to be able to have an overall vision and subsequently to be able to implement it as a permanent evaluation tool. EXPECTED RESULTS: It is expected, from the study described in this protocol, that the participating population will consider the questionnaire as a way of critically analysing the clinical environment. A broad participation of the nursing student population and good feedback of the examined environments is expected.

Nursing students' evaluation of clinical learning environment and supervision models before and during the COVID-19 pandemic: a comparative study.

The COVID-19 pandemic has required a rapid reorganization of clinical training and supervision models for nursing education. The aim of this study was to compare students' levels of perception of the quality of the Clinical Learning Environment (CLE) using two different clinical supervision models. A comparative design was implemented. A convenience sample of second and third-year undergraduate nursing students (n=127) in clinical training in the 2018/2019 Academic Year (AY) received the usual nursing staff supervision model, while during the COVID-19 pandemic in the following year, they (n=69) received an individualized supervision model. Data were collected using three instruments: the Clinical Learning Environmental Quality Evaluation Index (CLEQI); the Clinical Learning Environment, Supervision and Nurse Teacher Scale (CLES+T); and a socio-demographic tool. The mean total scores of both scales had increased in the second survey (CLEQI: M=57.88±11.8 vs. M=60.88±9.3, p=0.035; CLES+T: M=148.4±23.3 vs. M=154.5±21.9, p=0.037). The nursing students reported high levels of CLE quality with both supervision models, even though the individualized supervision model was rated significantly higher by the students than the staff supervision model. Students supported by a personal supervisor during clinical training had a more positive experience and rated the quality of the tutorial strategies, learning opportunities, safety and nursing care, leadership style of the ward manager and overall CLE more highly.

Preliminary Evidence Supporting a Novel 10-Item Clinical Learning Environment Quick Survey (CLEQS).

The clinical learning environment (CLE) is a priority focus in medical education. The Accreditation Council for Graduate Medical Education Clinical Learning Environment Review's (CLER) recent addition of teaming and health care systems obligates educators to monitor these areas. Tools to evaluate the CLE would ideally be: (1) appropriate for all health care team members on a specific unit/project; (2) informed by contemporary learning environment frameworks; and (3) feasible/quick to complete. No existing CLE evaluation tool meets these criteria. This report describes the creation and preliminary validity evidence for a Clinical Learning Environment Quick Survey (CLEQS). Survey items were identified from the literature and other data sources, sorted into 1 of 4 learning environment domains (personal, social, organizational, material) and reviewed by multiple stakeholders and experts. Leaders from 6 interprofessional graduate medical education quality improvement/patient safety teams distributed this voluntary survey to their clinical team members (November 2019-mid-January 2021) using electronic or paper formats. Validity evidence for this instrument was based on the content, response process, internal structure, reliability, relations to other variables, and consequences. Two hundred one CLEQS responses were obtained, taking 1.5 minutes on average to complete with good reliability (Cronbach's α ≥ 0.83). The Cronbach alpha for each CE domain with the overall item ranged from 0.50 for personal to 0.79 for social. There were strong associations with other measures and clarity about improvement targets. CLEQS meets the 3 criteria for evaluating CLEs. Reliability data supports its internal consistency, and initial validity evidence is promising.

Nursing students’ evaluation of clinical learning environment and supervision in a Norwegian hospital placement – A questionnaire survey using CLES+T scale

AimThe clinical learning environment and supervisor-student relationship play vital roles in the learning outcomes of nursing students. The aim of this study is to evaluate nursing students’ experiences with the clinical learning environment and supervision in a hospital placement organised with a dual preceptor team – preceptors holding dual positions both in the clinic and the nursing faculty in addition to the standard one-to-one supervision by a clinical preceptor. DesignThe study is a paper-based survey based on a validated questionnaire developed and tested in hospital settings in various European countries, including Norway. MethodThe Norwegian version of the CLES+T Evaluation Scale, was distributed to all second-year students in three different years (2015–2017) at a nursing faculty. ResultsA total of 61% students (n = 261) returned the questionnaire. Overall, the students considered that their hospital placement provided a good clinical learning environment. The results suggest that the dual preceptor team on top of one-to-one supervision did not interfere negatively with the clinical learning environment Nevertheless, the dual preceptor model did not compensate for a poor relationship with the clinical preceptor. Thus, the association between a reported ‘strained relationship’ with the clinical preceptor and low scores on the CLES+T, reported on by other studies, remained in our data. ConclusionsTo better grasp the complexity in this area, various methods are needed, such as in-depth interviews with students, nurse teachers and clinical preceptors. Further studies need to elaborate on students’ experiences of clinical learning environment according to how supervision is organised.

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

BackgroundThe 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.PurposeTo examine the basic psychometric properties of CLES+T in the context of clinical postgraduate nursing education in Poland.MethodsStudy among a sample of 417 nurses participating in the clinical postgraduate training in Poland.ResultsCronbach’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.ConclusionsHaving 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.

社会认知生涯理论视角下护理本科生临床学习环境研究

社会认知生涯理论视角下护理本科生临床学习环境研究

The gap in the clinical learning environment: The viewpoints of nursing students.

INTRODUCTION:The clinical environment is an essential and irreplaceable resource in preparing nursing students for their professional role. Despite many changes that occur in the clinical learning environment (CLE), these environments remain important to nurse training. With regard to the importance of students’ viewpoints in the evaluation of CLE, this study was performed to the determination of nursing students’ viewpoint of the actual and preferred CLE at Bushehr University of Medical Sciences in Iran 2013.MATERIALS AND METHODS:In this cross-sectional analytic study, due to the small size of the research population, all nursing students (86 students) of Bushehr University of Medical Sciences in Iran who had passed at least one clinical course were selected through the census. Participants were invited to complete anonymously the actual and preferred Farsi versions of the CLE Inventory consisting of 42 items originally developed by Professor Chan (2001). Data were analyzed using frequency distribution, mean, standard deviation, and paired t-test.RESULTS:The results indicated that there were significant differences between students’ perceptions of the actual and the preferred CLE (P < 0.001). The highest and lowest mean scores of actual CLE belonged to student involvement and individualization, respectively, and the highest and lowest mean scores of preferred CLE belonged to task orientation and individualization, respectively.CONCLUSION:In general, students prefer a more positive CLE than what they actually have experience and would prefer an environment with higher levels of clarification of personalization, student Involvement, satisfaction, task orientation, innovation, and individualization.

SKALA EVALUASI LINGKUNGAN BELAJAR KLINIK, SUPERVISI DAN DOSEN PERAWAT (CLINICAL LEARNING ENVIRONMENT, SUPERVISION AND NURSE TEACHER – CLES+T) VERSI BAHASA INDONESIA: VALIDITAS DAN RELIABILITAS

The practice of clinical learning is a bridge for gap between theory and practice. By learning practice clinics, nursing students are encouraged to prepare for graduate and worked in clinical practice. Evaluation of clinical learning environment needed to be able to create a conducive learning environment. CLES+T scale has been validated and used in more than 30 countries.The research aims is to validate the CLES+T scale into Indonesian version. CLES + T has been translated into Indonesian version using the rules of the international translation backward and forward. Construct validity using 4 oang experts in nursing and education. The SCVI result was 0.9405. Validity analysis was tested using PCA (Principal Component Analysis) with N = 46. Reliability tested using Cronbach's alpha. The results obtained eigenvalue and explanation precentage of 67%, it is concluded that the eigenvalue factors of CLES+T were sufficient. Cronbach alpha was obtained for 0786. CLES+T Indonesian version has been validated and can be used to evaluate learning environment as perceived by nursing students in Indonesia.

Study on the correlation between nursing students' clinical learning environment and their professional attitude

Objective To investigate the status quo of nursing students' clinical learning environment and their professional attitude, and analyze the correlation between students' clinical learning environment and their professional attitude. Methods A total of 251 nursing students who voluntarily took part in the questionnaire investigation from a certain comprehensive Three-grade Class-A hospital in Fujian province were chosen and were surveyed by the questionnaire on nursing professional attitude and the clinical learning environment scale (CLE). Results The total CLE score was(149.98±25.55) points and students' professional attitude mean scored was (5.83±1.24) points.Students' evaluation of CLE was positively related to their professional attitude(r=0.406, P<0.01). Conclusions The better evaluation of clinical learning environment, the higher score of students' professional attitude.Interpersonal relationship is most related to students' professional attitude.The better clinical learning environment should be provided to improve professional attitude of nursing students. Key words: Clinical learning environment; Nursing students; Professional attitude; Correlation; Clinical practice

The undergraduate nursing student evaluation of clinical learning environment: an Italian survey.

Nursing students have to deal with many different clinical and practical aspects of knowledge to become skilled professionals. Student perception may be considered an indicator of teaching quality, since positive perception of students is strictly related to their effective professional learning. The Clinical Learning Environment and Supervision plus Nurse Teacher (CLES+T) scale is considered the gold standard psychometric instrument to evaluate both the quality and the climate of clinical learning environment. To evaluate the quality of nurse teaching by means of CLES+T scale and to highlight significant correlations between CLES+T scale and selected characteristics of both students and clinical environments. On 4 March 2013, a cross-sectional survey was conducted at University of Modena: CLES+T scale was administered during a plenary convocation to 242 nursing students who attended the second and third years of Nursing Degree. All 34 items of the scale were statistically analysed using the median test. The median values were uniformly represented by "4" level (on the Likert scale). The final marks of clinical learning experience were the only variable statistically significantly related to the scale scores. The paediatrics and emergency areas obtained the highest scale scores. The nursing student evaluations were uniformly positive and related to their positive final marks. A positive ward atmosphere was identified as especially important in this study. These data indicate that a non-hostile and hospitable environment can favour the best clinical learning. We conclude that CLES+T scale can be a useful instrument to explore the clinical climate in all hospital areas and to highlight critical clinical situations.

Correlative study on the evaluation of clinical learning environment, professional self-concept, and professional competence of baccalaureate nursing students

Objective To investigate the correlation of the evaluation of clinical learning environment (CLE),professional self-concept (PSC),and professional competence (PC) of baccalaureate nursing students when they were in clinical practice.Methods Totals of 194 subjects were recruited by convenient sampling method,data were collected through questionnaire survey.And the questionnaires were included population sociology and general information,evaluation of CLE,PSC,and PC.Results The average scores of CLE evaluation scale,PSC of nurses instrument,and PC scale of baccalaureate nursing students respectively were (3.41 ± 0.60),(2.83 ± 0.34),and (2.90 ± 0.44).Pearson bivariate correlative analysis showed that there were positive correlations between any two of the three scores,the coefficients of correlation r were 0.48 (CLE vs PC,P＜0.01),0.62(CLE vs PSC,P＜0.01),and 0.64 (PC vs PSC,P＜0.01).Conclusions The improvement of CLE is helpful to the development of professional self-concept and professional competence of baccalaureate nursing students. Key words: Education, nursing, baccalaureate; Students, nursing; Professional competence; Self-concept; Clinical learning environment