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| Κλίμακα Κλινικής Επάρκειας Νοσηλευτικής (NCCS)× | Κλίμακα Ποιότητας Κλινικής Διδασκαλίας (CTQS)× | |
|---|---|---|
| Πεδίο | Αγωγή Υγείας | Αγωγή Υγείας |
| Οικογένεια | Process / pipeline | Process / pipeline |
| Έτος προέλευσης≠ | 2009 | 2001–2003 |
| Δημιουργός≠ | Rozahn Walt & Charmaine van der Walt | Kristina Ohrling & Ingela R. Hallberg |
| Τύπος≠ | Self-report and clinician-rated scale | Self-report questionnaire |
| Θεμελιώδης πηγή≠ | Walt, R. & van der Walt, C. (2009). The nursing clinical competence scale: Development and psychometric testing of a self-assessment instrument. Nurse Educ Today 29(6): 610–616. link ↗ | Ohrling, K. & Hallberg, I. R. (2001). The meaning of precepting: Nurse preceptors' lived experience of precept education. J Adv Nurs 33(1): 96–103. link ↗ |
| Εναλλακτικές ονομασίες≠ | Clinical Competence Scale, Nursing Skills Assessment, Competency Rating Scale | Teaching Quality Assessment, Clinical Instructor Effectiveness Scale |
| Συναφείς | 4 | 4 |
| Σύνοψη≠ | The NCCS is a multidimensional self-assessment and clinician-rated instrument measuring nursing students' perceived and observed clinical competence across technical, interpersonal, and cognitive domains. Developed by Walt and van der Walt in 2009, the scale evaluates students' mastery of fundamental nursing skills, critical thinking, communication, and professional judgment. It is used in nursing education to monitor competence development, identify learning gaps, and predict readiness for licensure examinations (e.g., NCLEX-RN). | The CTQS is a self-report questionnaire measuring students' perceptions of their clinical educator's (preceptor, clinical instructor, or mentor) teaching quality and effectiveness. Developed by Ohrling, Hallberg, and Gaberson in the early 2000s, the CTQS evaluates dimensions of clinical teaching including role modeling, knowledge transmission, feedback quality, student empowerment, and development of critical thinking. The scale is used in nursing and health professions education to provide educators with feedback on their teaching performance, identify professional development needs, and inform program quality assurance. |
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