Nurse Teacher Evaluation Scale Research Articles

Factors Associated with Nursing Student Satisfaction with Their Clinical Learning Environment at Wolkite University in Southwest Ethiopia

The clinical learning environment has been defined as "an interactive network of strengths within the clinical environment that influence the clinical learning outcomes of students. Understanding students' level of satisfaction with their clinical learning environment is crucial to ensuring the required teaching and learning process. Therefore, this study was designed to assess the level of satisfaction with the CLE among nursing students at the Wolkite University of Ethiopia. A cross-sectional study was conducted at Wolkite University. This study was carried out in March 2022 on 208 student nurses selected by purposive and convenient sampling techniques. This study used the English version of the Clinical Learning Environment and Supervision + Nurse Teacher (CLES + T) evaluation scale. The collected data were cleaned, coded, and entered into Epi data 3.1, and then, statistical analyses were performed using SPSS version 26. Bivariate and multivariable logistic regression models were used to identify factors associated with the satisfaction level of nursing students towards CLE. Adjusted odds ratios (AORs) with 95% confidence intervals (CIs) were calculated, and p values < 0.05 were considered to indicate statistical significance. More than half of the study participants were females, and nearly half (50.5%) of the participants were in year three of the nursing program. The study found that 39.9% (95%CI: 32.2%, 46.6%) of students were satisfied with their CLE. Factors that had a significant association with the satisfaction level of nursing students towards CLE were gender (female students) (AOR = 16.053 (6.397, 40.286)), year of study (4th year) (AOR = 6.296 (2.679, 14.796)), and the type of the hospital in which their last clinical placement was held (at a primary hospital) (AOR = 2.961 (1.122, 7.815)). Effective nursing education programs need to be developed to increase satisfaction with clinical practice and to promote positive emotional regulation in nursing students. Nurse practitioners and managers should be aware of their important role in the professional development of students and their satisfaction with clinical placements.

Nursing students’ perceived stress and clinical learning experience

BackgroundStressors among nursing students arise from both academic activities and clinical placement. Understanding how nursing students perceive academic and clinical stressors and the clinical learning environment could help develop useful approaches to reducing levels of stress and contribute to the maintenance of a good learning environment. There is a paucity of studies that investigated associations between the clinical learning environment and the stress of nursing students. ObjectivesTo investigate the relationship between the perception of the clinical learning environment and stress in nursing students; to compare the perception of the clinical learning environment and stress in terms of the year and terms of the organization of supervision. DesignCross-sectional correlation study SettingsUniversity ParticipantsThe sample consisted of 155 nursing students in the bachelor's degree program. During the four academic years, students of individual years of the bachelor's study program were included in the study after completing all clinical placements in a given academic year. MethodsThe following instruments were used for the data collection: Clinical Learning Environment, Supervision and Nurse Teacher evaluation scale, Perceived Stress Scale; Physio-Psycho-Social Response Scale and Coping Behaviour Inventory. Correlation analysis and multiple linear regression analysis using stepwise methods were used to determine the relationships between the variables. ResultsThe clinical learning environment is a strong predictor of students' perceptions of stress related to teachers and nursing staff. Types and degrees of stressful events during clinical practice varied between years of study. The experience with supervision was related to the overall perception of the clinical learning environment, but not to the students' physio-psychosocial status, types of stressful events during clinical practice and coping behaviors. Also, the differences in the students' physio-psychosocial status were not significant in terms of individual years of study and method of supervision. ConclusionsThere is a significant relationship between the clinical learning environment and the perception of academic stress. The attitude of the teacher and the medical staff can thus be important in influencing the level of stress in nursing students.

The relationship of sleep quality among internship nurses with clinical learning environment and mental stress: a cross-sectional survey

BackgroundPrevious evidence has supported an association between sleep quality and psychological stress. However, the association between internship nurses' sleep status and its relevant factors is poorly understood. ObjectiveThe aim of this study was to investigate sleep quality and its related factors in clinical learning environment and mental stress. MethodsA cross-sectional survey was conducted by three instruments: Clinical Learning Environment, Supervision, and Nurse Teacher Evaluation Scale (CLES + T), Stress Rating Scale for practicing nurses (SRS) and Pittsburgh Sleep Quality Index (PSQI). ResultsA total of 508 (91.86%) of 553 students experienced poor sleep quality. The structural equation model showed a correlation of the PSQI with the CLES + T (r = −0.21, p < 0.001), a correlation of the PSQI with the SRS (r = 0.32, p < 0.001), and a correlation of the SRS with the CLES + T (r = −0.22, p < 0.001). Linear regression analysis showed that education (B = −0.56, p < 0.001), willingness to engage in nursing after graduation (B = −0.75, p < 0.001), pedagogical atmosphere in the ward (B = −0.05, p < 0.001) measured by the CLES + T, workload (B = 0.11, p = 0.01), interpersonal relationships (B = −0.12, p = 0.03), and conflicts between study and work (B = 0.12, p < 0.001) on the SRS were significant factors influencing the PSQI. ConclusionsPoor sleep quality is common among internship nurses and it's affected by clinical environment and mental stress. It's necessary to apply more tailored education programs to promote nursing development.

Clinical competence and its association with self-efficacy and clinical learning environments among Chinese undergraduate nursing students

Evaluation and cultivation of clinical competence in undergraduate nursing students are essential in nursing education. Self-efficacy and good clinical learning environments are expected to have a positive influence on the clinical competence of undergraduate nursing students, but few studies have focused on the relationships among clinical competence, self-efficacy, and clinical learning environments. This study aimed to examine clinical competence and its association with self-efficacy and clinical learning environments among Chinese undergraduate nursing students. A cross-sectional questionnaire survey was conducted with 1518 undergraduate nursing students being recruited from five medical colleges in China. The nursing students’ clinical competence, self-efficacy, and clinical learning environments were assessed using a set of self-reported questionnaires, including Chinese versions of the Holistic Clinical Assessment Tool; General Self-Efficacy Scale; and Clinical Learning Environment, Supervision, and Nurse Teacher Evaluation Scale. Factors significantly associated with the clinical competence of undergraduate nursing students were professional interest, self-efficacy, and clinical learning environments, accounting for 36.1% of the total variance. Self-efficacy played a mediating role between clinical learning environments and clinical competence. The results of this study can be applied as reference for the enhancement of a nursing education program to improve the clinical competence of Chinese undergraduate nursing students.

Psychometric properties of the clinical learning environment, Supervision and Nurse Teacher scale (CLES+T) for undergraduate nursing students in Hong Kong

The Clinical Learning Environment, Supervision and Nurse Teacher Evaluation Scale is useful for understanding students' perceptions towards clinical placement and for measuring the quality of clinical education. Validated versions of the scale are only available for Western countries. Therefore, this study aimed to establish the validity and reliability of the Clinical Learning Environment, Supervision and Nurse Teacher evaluation scale for undergraduate nursing students in Hong Kong. Six experts including clinical mentors, clinical teachers, advanced practice nurse and nursing students participated in phase 1. Fifteen nursing students participated in phase 2 and 178 nursing students participated in phase 3 of this study during January 2017 to June 2017. The Scale-Content Validity Index was 0.93 and the Item-Content Validity indexes ranged from 0.83 to 1. Exploratory factor analysis indicated a 6-factor solution (i.e. “supervisory relationship”, “role of nurse teacher”, “leadership style of ward manager”, “premises of nursing on the ward appreciated”, “interaction with staff” and “learning atmosphere”). The internal consistency was good (Cronbach's alpha = 0.94) and test-retest reliability over a 2-week interval was satisfactory (Pearson's coefficient = 0.85). The Clinical Learning Environment, Supervision and Nurse Teacher evaluation scale showed acceptable psychometric properties for use as an evaluation scale in Hong Kong.

Clinical learning environment of nursing and midwifery students in Ghana

BackgroundData on student experience of the clinical learning environment in Ghana are scarce. We therefore aimed to assess students’ evaluation of the clinical learning environment and the factors that influence their learning experience.MethodsThis was a cross-sectional survey of 225 undergraduate nursing and midwifery students. We used the Clinical Learning Environment and Supervision + Nurse Teacher (CLES +T) evaluation scale to assess students’ experience of their clinical placement. The association between student demographic characteristics and clinical placement experience was determined using t-test or ANOVA.ResultsMost of the sampled students were Nurses (67%) and in the third year of training (81%). More students received supervision from a nurse (57%) during clinical placement and team supervision (67%) was the most common during clinical placement. Nursing students were more likely to rate their clinical experience better than midwifery students (p=0.002). Students who had increased contact with private supervisors were also more likely to rate their experience higher (p=0.002). Clinical experience was also rated higher by students who received successful supervision compared to those who had unsuccessful or team supervision (p=0.001).ConclusionTeam supervision is high in health facilities where students undertake clinical placement in Ghana. Frequent contact with private supervisor and successful supervision are associated with better rating of clinical experience among Ghanaian undergraduate nursing and midwifery students.

LEVEL OF SATISFACTION ON CLINICAL LEARNING ENVIRONMENT AMONG NURSING STUDENTS OF HAMRO SCHOOL OF NURSING AT BIRATNAGAR

Background: Clinical learning environment is considered the foremost place for professional practice for nursing students. Students on clinical settings are exposed to unexpected learn­ing experiences. This study was intended to find out the level of satisfaction in nursing stu­dents with their clinical learning environment. Methods: A descriptive cross-sectional research design was carried out among 84 nursing students who were studying in Bachelor in Science of Nursing from Hamro School of Nursing, Biratnagar, Morang. Non-probability enumerative sampling was used to select sample. Standard tool Clini­cal Learning Environment, Supervision and Nurse Teacher (CLES+T) evaluation scale was used to assess level of satisfaction on clinical learning environment among nursing students. Data were analyzed by using descriptive and inferential statistics. Results: The findings of the study revealed that most of the students (84.5%) were satisfied with their clinical learning environment. Further, statistical significant association was found between students satisfaction level with frequency of meeting nursing teacher and use of e-communication tools during placement. Conclusions: Majority of the students are satisfied with their clinical learning environment with highest satisfaction with role of nursing teacher in clinical placement and lowest in pedagogical atmosphere. Thus, satisfaction could be utilized as a significant contributing variable towards the improvement of clinical learning situations so as to fulfill the requirements and desires for nursing students.

Physiotherapy Students Satisfaction on Clinical Learning Environment and Supervision at University of Ghana

Background:Clinical education is an important and distinct part of health profession education in which students learn to consolidate theory into practice with the aim of gaining clinical competence and enhancing professional knowledge. Clinical knowledge and skills can be achieved through a conducive clinical learning environment with effective supervision. We aimedto determine physiotherapy students’ satisfaction on their clinical learning environment and supervision.Methodology:A cross-sectional study, which involved 85 physiotherapy students recruited with the convenience sampling technique from the Department of physiotherapy, University of Ghana who visited four accredited clinical sites. Participants who consented, completed an adapted Clinical Learning Environment, Supervision and Nurse Teacher Evaluation Scale. Data collected was analysed using SPSS (version 20.0). Pearson’s Chi-square was used to test for association between variables.Results:Almost all 80 (94.1%) participants were satisfied with the clinical learning environment only, while more than half 52 (61.2%) had average level of satisfaction with the clinical learning environment and supervision. Majority 60 (80%) of participants had a high level of satisfaction with supervision only. The association between the participants’ satisfaction on the clinical learning environment and supervision was statistically significant (P &lt; 0.001).Conclusion:Physiotherapy students are generally satisfied with their clinical learning environment and supervision. Periodic assessment of physiotherapy students’ satisfaction with clinical learning environment and supervision may be carried out in order to improve clinical leaning. Keywords: clinical education,clinical learning environment, clinical supervision, clinical supervisor, students’ satisfaction.

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

The aim of this study is to adapt the Clinical Learning Environment, Supervision and Nurse Teacher Evaluation Scale to the Turkish language and culture. This psychometric test was conducted in a nursing school in Ankara, Turkey, from April to June 2014. Convenience sampling was used. The sample of this study was 190 third- and fourth-year nursing students. The items of the scale were evaluated by Pearson correlation coefficient for correlation-based item analysis. Cronbach's alpha, test and retest analysis were used to measure reliability. Exploratory factor analysis and correlation analysis were performed to determine validity. Principal component analysis was used to analyze factor. The subscales' Cronbach's alpha values were varied between .760 and .933. A positive relationship was found between tests and retests points of the subscales (P < .05). Five factors were identified in the exploratory factor analysis. There was a meaningful correlation between subscale points of the Clinical Learning Environment, Supervision and Nurse Teacher Evaluation Scale and the Clinical Learning Environment Scale (P < .05). The Turkish version of the Clinical Learning Environment, Supervision and Nurse Teacher Evaluation Scale was validated and a reliable measurement tool. It can be used to evaluate clinical nursing education in Turkey.

Nursing students\u2019 perception of the clinical learning environment and supervision in relation to two different supervision models \u2013 a comparative cross-sectional study

BackgroundKnowledge concerning nursing students’ experiences of the clinical learning environment and how supervision is carried out is largely lacking. This study compares nursing students’ perceptions of the clinical learning environment and supervision in two different supervision models: peer learning in student-dedicated units, with students working together in pairs and supervised by a “preceptor of the day” (model A), and traditional supervision, in which each student is assigned to a personal preceptor (model B).MethodsThe study was performed within the nursing programme at a university college in Sweden during students’ clinical placements (semesters 3 and 4) in medical and surgical departments at three different hospitals. Data was collected using the Clinical Learning Environment, Supervision and Nurse Teacher evaluation scale, CLES+T, an instrument tested for reliability and validity, and a second instrument developed for this study to obtain deeper information regarding how students experienced the organisation and content of the supervision. Independent t-tests were used for continuous variables, Mann-Whitney U-tests for ordinal variables, and the chi-square or Fischer’s exact tests for categorical variables.ResultsOverall, the students had positive experiences of the clinical learning environment and supervision in both supervision models. Students supervised in model A had more positive experiences of the cooperation and relationship between student, preceptor, and nurse teacher, and more often than students in model B felt that the ward had an explicit model for supervising students. Students in model A were more positive to having more than one preceptor and felt that this contributed to the assessment of their learning outcomes.ConclusionsA good learning environment for students in clinical placements is dependent on an explicit structure for receiving students, a pedagogical atmosphere where staff take an interest in supervision of students and are easy to approach, and engagement among and collaboration between preceptors and nurse teachers. This study also indicates that supervision based on peer learning in student-dedicated rooms with many preceptors can be more satisfying for students than a model where each student is assigned to a single preceptor.

The Relationship Between Nurse Attitude and Students Self-Efficacy in Nursing Students Perceptive

Background: Clinical education is the methods by which nursing students are offered chances to apply the theories and learning of nursing, and work on nursing abilities that are basic to practice as a proficient staff nurse. For the competent clinical self efficacy, a caring relationship is necessary and essential for student learning in clinical setting. According to a study the clinical learning environment and supervision impact on clinical competency of nursing students. There is significant impact of supervisory relationship on clinical experience of students. The relationship between clinical faculty and nurse teacher also has impact in clinical self efficacy of the nursing student. Method: a descriptive co relational study design used in this study. The study conducted in The University of Lahore on 117 students of Nursing. The sample size calculated through Solvens formula. Clinical learning environment supervision and Nurse Teacher evaluation scale (CLES+T) and nursing clinical self efficacy scale (NCSES) questionnaire used in study. Results: there is positive correlation between clinical learning environment and self efficacy of students. The overall co relational value is r=.336, p=.000 at the level of 0.01. Conclusion: It is concluded that the attitude of clinical staff has great impact on student clinical self efficacy. The creation a good clinical environment the clinical self efficacy of the student can be enhanced Keywords: Relationship, Attitude, Clinical Self Efficacy, Nursing students, Perception DOI : 10.7176/JHMN/62-02 Publication date :May 31 st 2019

Influence of the clinical learning environment on the professional identity of nursing undergraduates

Objective To explore the influence of the clinical learning environment on the professional identity of nursing undergraduates. Methods From April to June 2017, we selected 184 nursing undergraduates with clinical practice from three ClassⅢ Grade A hospitals of Harbin City as subjects by convenience sampling. All of them were investigated with the general information questionnaire, Questionnaire for Baccalaureate Nursing Students (QBNS) , Clinical Learning Environment, Supervision and Nurse Teacher Evaluation Scale (CLES+T) . Results A total of 184 questionnaires were handed out and 176 valid questionnaires were withdrew. The scores of QBNS and CLES+T of nursing undergraduates were (102.69±9.48) and (129.63±23.73) respectively. Hierarchical regression analysis showed the influencing factors of professional identity of nursing undergraduates included the role of nursing teacher, style of ward manager and teaching atmosphere of ward (P<0.01) . Conclusions Clinical learning environment is the influencing factors of the professional identity of nursing undergraduates. Clinical administrators should continuously improve clinical learning environment so as to enhance professional identity of nursing undergraduates. Key words: Students, nursing; Education, medical, undergraduate; Nursing undergraduates; Professional identity; Clinical learning environment

Validity and reliability of the Clinical Learning Environment, Supervision and Nurse Teacher (CLES+T), Turkish version1.

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.

Experiences of a student-run clinic in primary care: a mixed-method study with students, patients and supervisors

Objective: To explore how a student-run clinic (SRC) in primary health care (PHC) was perceived by students, patients and supervisors.Design: A mixed methods study. Clinical learning environment, supervision and nurse teacher evaluation scale (CLES + T) assessed student satisfaction. Client satisfaction questionnaire-8 (CSQ-8) assessed patient satisfaction. Semi-structured interviews were conducted with supervisors. Setting: Gustavsberg PHC Center, Stockholm County, Sweden.Subjects: Students in medicine, nursing, physiotherapy, occupational therapy and psychology and their patients filled in questionnaires. Supervisors in medicine, nursing and physiotherapy were interviewed.Main outcome measures: Mean values and medians of CLES + T and CSQ-8 were calculated. Interviews were analyzed using content analysis.Results: A majority of 199 out of 227 student respondents reported satisfaction with the pedagogical atmosphere and the supervisory relationship. Most of the 938 patient respondents reported satisfaction with the care given. Interviews with 35 supervisors showed that the organization of the SRC provided time and support to focus on the tutorial assignment. Also, the pedagogical role became more visible and targeted toward the student’s individual needs. However, balancing the student’s level of autonomy and the own control over care was described as a challenge. Many expressed the need for further pedagogical education.Conclusions: High student and patient satisfaction reported from five disciplines indicate that a SRC in PHC can be adapted for heterogeneous student groups. Supervisors experienced that the SRC facilitated and clarified their pedagogical role. Simultaneously their need for continuous pedagogical education was highlighted. The SRC model has the potential to enhance student-centered tuition in PHC.Key PointsKnowledge of student-run clinics (SRCs) as learning environments within standard primary health care (PHC) is limited.We report experiences from the perspectives of students, their patients and supervisors, representing five healthcare disciplines.Students particularly valued the pedagogical atmosphere and the supervisory relationship.Patients expressed high satisfaction with the care provided.Supervisors expressed that the structure of the SRC supported the pedagogical assignment and facilitated student-centered tuition – simultaneously the altered learning environment highlighted the need for further pedagogical education.Student-run clinics in primary health care have great potential for student-regulated learning.

Validity and Reliability of the Korean Version Scale of the Clinical Learning Environment, Supervision and Nurse Teacher Evaluation Scale (CLES+T)

This study was conducted to evaluate the validity and reliability of the Korean version of the clinical learning environment, supervision and nurse teacher evaluation scale (CLES+T) that measures the clinical learning environment and the conditions associated with supervision and nurse teachers. The English CLES+T was translated into Korean with forward and back translation. Survey data were collected from 434 nursing students who had more than four days of clinical practice in Korean hospitals. Internal consistency reliability and construct validity using confirmatory and exploratory factor analysis were conducted. SPSS 20.0 and AMOS 22.0 programs were used for data analysis. The exploratory factor analysis revealed seven factors for the thirty three-item scale. Confirmatory factor analysis supported good convergent and discriminant validities. The Cronbach's alpha for the overall scale was .94 and for the seven subscales ranged from .78 to .94. The findings suggest that the 33-items Korean CLES+T is an appropriate instrument to measure Korean nursing students'clinical learning environment with good validity and reliability.

Nepalese undergraduate nursing students' perceptions of the clinical learning environment, supervision and nurse teachers: A questionnaire survey

BackgroundClinical practice enables nursing students to acquire essential professional skills, but little is known about nursing students' perceptions of the clinical learning environment (CLE) in Nepal. ObjectivesTo examine Nepalese nursing students' perceptions regarding the CLE and supervision. DesignA cross-sectional questionnaire design was used. SettingsGovernment and private hospitals in Nepal where the undergraduate nursing college students undertook their clinical practice. ParticipantsStudents with clinical practice experience were recruited from years 2–4 of the B.Sc. nursing program in Nepal (n=350). The final sample comprised 263 students. MethodsA self-administered questionnaire including demographic characteristics, latest clinical practice site, and general satisfaction was administered February–March 2014. The previously validated Clinical Learning Environment, Supervision and Nurse Teacher evaluation scale was used in the questionnaire. The analytical approach used exploratory factor analysis, assessments of the scale and sub-dimension reliability, correlations of factors between scale sub-dimensions, and multiple regression analysis. ResultsStudents' practicum satisfaction level at government hospitals was significantly higher than those at private hospitals (p<0.0001). Five factors explained 85.7% of the variance, with minor factorial structure differences compared with the original scale. Reliability was confirmed (Cronbach's alpha=0.93 for total scale, 0.76–0.92 for sub-dimensions). Inter-correlations between the five original sub-dimensions were 0.27–0.68 (p<0.0001). Students undertaking their practicum in private hospitals evaluated their clinical placements significantly more negatively on most sub-dimensions than those in government hospitals. Multiple regression analysis revealed a significant positive relationship between satisfaction and pedagogical atmosphere (p<0.0001). ConclusionThis is the first study to investigate nursing students' perceptions of the CLE in undergraduate nursing programs in Nepal. Students were satisfied with the CLE overall, but satisfaction varied by practicum hospital sector. The most influential factor explaining satisfaction was pedagogical atmosphere.

Who wants to work with older people? Swedish student nurses' willingness to work in elderly care—A questionnaire study

The aging population is a globally recognized challenge for the health care service. The growing number of older people will probably lead to increased demands for nurses working in elderly care. Clinical practice has been shown to have an impact on how student nurses perceive a particular field of nursing. To compare perceptions of the clinical learning environment in nursing homes among students considering a career in aged care or not, and to examine the difference in age, gender and previous working experience as health care assistants in elderly care between the two groups. This was a cross-sectional study using the Swedish version of the Clinical Learning Environment and Nurse Teacher evaluation scale. Consecutive sampling was performed over three semesters from September 2011 to December 2012. The survey was conducted with 183 student nurses. Mann-Whitney U-test was used to examine differences in relation to two groups namely student nurses who did or did not consider to work in elderly care. A chi-square test of independence was performed to examine the difference in age, gender and previous working experience between the two groups. The analysis leaned towards an overall positive evaluation of the clinical learning environment with more positive values for students considering a career. There were no significant differences between younger students (18-23) and older students (24-50) regarding willingness to work in elderly care or not. Neither was any significant difference displayed between students, based on gender nor for previous work experience. Age, gender and previous work experiences as health care assistants did not impact on students' willingness to work in elderly care. Future studies need to acknowledge the complexity of why student nurses choose a particular pathway in nursing by longitudinal studies following cohorts of students during the course of the nursing programme.

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

BackgroundThe Clinical Learning Environment, Supervision and Nurse Teacher scale is a reliable and valid instrument to evaluate the quality of the clinical learning process in international nursing education contexts. ObjectivesThis paper reports the development and psychometric testing of the Spanish version of the Clinical Learning Environment, Supervision and Nurse Teacher scale. DesignCross-sectional validation study of the scale. Setting10 public and private hospitals in the Alicante area, and the Faculty of Health Sciences (University of Alicante, Spain). Participants370 student nurses on clinical placement (January 2011–March 2012). MethodsThe Clinical Learning Environment, Supervision and Nurse Teacher 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. ResultsAn 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. ConclusionThis version of the Clinical Learning Environment, Supervision and Nurse Teacher scale instrument showed acceptable psychometric properties for use as an assessment scale in Spanish-speaking countries.

Nursing students' assessment of the learning environment in different clinical settings

IntroductionNursing students perform their clinical practice in different types of clinical settings. The clinical learning environment is important for students to be able to achieve desired learning outcomes. Knowledge is lacking about the learning environment in different clinical settings. AimThe aim was to compare the learning environment in different clinical settings from the perspective of the nursing students. DesignA cross-sectional study with comparative design was conducted. MethodData was collected from 185 nursing students at three universities by means of a questionnaire involving the Clinical Learning Environment, Supervision and Nurse Teacher (CLES + T) evaluation scale. An open-ended question was added in order to ascertain reasons for dissatisfaction with the clinical placement. ResultsThe nursing students' satisfaction with the placement did not differ between clinical settings. However, those with clinical placement in hospital departments agreed more strongly that sufficient meaningful learning situations occurred and that learning situations were multi-dimensional. Some students reported that the character of the clinical setting made it difficult to achieve the learning objectives. ConclusionIn the planning of the clinical placement, attention must be paid to whether the setting offers the student a meaningful learning situation where the appropriate learning outcome may be achieved.

Development and Testing of the Norwegian Version of the Clinical Learning Environment, Supervision and Nurse Teacher (CLES+T) Evaluation Scale

Several instruments have been developed to monitor nursing students' subjective evaluation of clinical placement. The Clinical Learning Environment, Supervision and Nurse Teacher (CLES+T) evaluation scale measures five dimensions. The purpose of this study was to translate and test the construct validity and internal consistency of the evaluation scale within a Norwegian context. The questionnaire was distributed to all students in four university colleges (n=1229) in 2009 with a response rate of 41.6 % (n=511). Only students from institutional practice settings (n=407) were included in the analysis. The instrument has properties suitable for evaluation also within a Norwegian context, despite some minor differences in factor structure, indicating common underlying properties regarding students' evaluation of the clinical learning environment and how they rate the premises of nursing on the ward.