مقایسهٔ روش‌ها

	مقیاس آمادگی برای یادگیری بین حرفه‌ای (RIPLS)	مقیاس محیط یادگیری بالینی با زیرمقیاس بازخورد معلم (CLES+T)
حوزه	آموزش سلامت	آموزش سلامت
خانواده	Process / pipeline	Process / pipeline
سال پیدایش	1999	2007–2008
پدیدآور	Gail Parsell & John Bligh	Marja Saarikoski, Hanne Leino-Kilpi, Tony Warne
نوع	Self-report questionnaire	Self-report questionnaire
منبع بنیادین	Parsell, G. & Bligh, J. (1999). The development of a questionnaire to assess the readiness of health care students for interprofessional learning (RIPLS). Med Educ 33(2): 95–100.	Saarikoski, M., Isoaho, H., Warne, T., & Leino-Kilpi, H. (2008). The nurse teacher in clinical practice: Developing the new sub-dimension for the Clinical Learning Environment Supervision and Nurse Teacher (CLES+T) evaluation scale. Int J Nurs Stud 45(8): 1233–1237.
نام‌های دیگر	Readiness for IPL, RIPLS Scale	CLES, CLES+T Scale, Clinical Learning Environment Supervision Scale
مرتبط	4	4
خلاصه	The RIPLS is a 19-item self-report questionnaire designed to measure healthcare students' attitudes and readiness toward interprofessional learning and collaboration. Developed by Parsell and Bligh in 1999, it assesses three core dimensions of interprofessional readiness: teamwork and collaboration, professional identity, and recognition of roles and responsibilities across professions. The RIPLS is widely used in health professions education to evaluate the effectiveness of interprofessional education initiatives.	The CLES+T is a 34-item self-report questionnaire measuring nursing students' perceptions of their clinical learning environment and the quality of supervision received from their clinical preceptor or teacher. Originally developed by Saarikoski and colleagues in 2007 and expanded in 2008 to include a specific teacher feedback dimension, the CLES+T evaluates five key domains: Ward Learning Environment, Supervisory Relationship, Feedback and Evaluation, Nurse Teacher's Pedagogical Competence, and Empowerment. The scale is widely used in nursing education to assess the quality of clinical placements and identify areas for educational improvement.