مقایسهٔ روش‌ها

	مقیاس کیفیت آموزش بالینی (CTQS)	مقیاس رضایت دانشجویان از کارآموزی بالینی (SCPS)
حوزه	آموزش سلامت	آموزش سلامت
خانواده	Process / pipeline	Process / pipeline
سال پیدایش	2001–2003	2007–2010
پدیدآور	Kristina Ohrling & Ingela R. Hallberg	Papastavrou et al.
نوع	Self-report questionnaire	Self-report satisfaction questionnaire
منبع بنیادین	Ohrling, K. & Hallberg, I. R. (2001). The meaning of precepting: Nurse preceptors' lived experience of precept education. J Adv Nurs 33(1): 96–103.	Papastavrou, E., Lambrinou, E., Tsangari, H., & Varthy, M. (2010). Students' satisfaction with their clinical learning environment in Cyprus: A longitudinal study. Nurs Educ Today 30(6): 539–544.
نام‌های دیگر	Teaching Quality Assessment, Clinical Instructor Effectiveness Scale	Clinical Placement Satisfaction, Placement Experience Scale, Clinical Site Satisfaction
مرتبط	4	4
خلاصه	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.	The SCPS is a self-report questionnaire measuring students' overall satisfaction with their clinical placement experience, including satisfaction with the learning environment, educator support, clinical opportunities, and facility resources. Originally developed by Papastavrou and colleagues in Cyprus (2007–2010), the SCPS evaluates multiple aspects of placement quality that contribute to student wellbeing and learning outcomes. The scale is used to monitor placement satisfaction across programs, compare satisfaction across clinical sites, and identify areas for improvement in clinical education delivery.