Watson Paul Barry, Seaton Philippa, Sims Deborah, Jamieson Isabel, Mountier Jane, Whittle Rose, Saarikoski Mikko
J Nurs Meas. 2014;22(1):164-80. doi: 10.1891/1061-3749.22.1.164.
The Clinical Learning Environment, Supervision and Nurse Teacher (CLES+T) scale measures student nurses' perceptions of clinical learning environments. This study evaluates the construct validity and internal reliability of the CLES+T in hospital settings in New Zealand. Comparisons are made between New Zealand and Finnish data.
The CLES+T scale was completed by 416 Bachelor of Nursing students following hospital clinical placements between October 2008 and December 2009. Construct validity and internal reliability were assessed using exploratory factor analysis and Cronbach's alpha.
Exploratory factor analysis supports 4 factors. Cronbach's alpha ranged from .82 to .93. All items except 1 loaded on the same factors found in unpublished Finnish data. The first factor combined 2 previous components from the published Finnish component analysis and was renamed: connecting with, and learning in, communities of clinical practice. The remaining 3 factors (Nurse teacher, Supervisory relationship, and Leadership style of the manager) corresponded to previous components and their conceptualizations.
The CLES+T has good internal reliability and a consistent factor structure across samples. The consistency across international samples supports faculties and hospitals using the CLES+T to benchmark the quality of clinical learning environments provided to students.
临床学习环境、督导与护士教师（CLES+T）量表用于衡量实习护士对临床学习环境的认知。本研究评估了CLES+T量表在新西兰医院环境中的结构效度和内部信度，并对新西兰和芬兰的数据进行了比较。
2008年10月至2009年12月期间，416名护理学学士学生在医院临床实习后完成了CLES+T量表。采用探索性因素分析和克朗巴哈系数评估结构效度和内部信度。
探索性因素分析支持4个因素。克朗巴哈系数在0.82至0.93之间。除1个项目外，所有项目均加载于未发表的芬兰数据中发现的相同因素上。第一个因素合并了已发表的芬兰因素分析中的2个先前成分，并重新命名为：与临床实践社区建立联系并在其中学习。其余3个因素（护士教师、督导关系和护士长的领导风格）与先前的成分及其概念化相对应。
CLES+T具有良好的内部信度，且各样本间因素结构一致。国际样本间的一致性支持各学院和医院使用CLES+T来衡量为学生提供的临床学习环境的质量。
