Comparer des méthodes

	CLES+T	Évaluation du débriefing pour la simulation en santé (DASH)
Domaine	Éducation à la santé	Éducation à la santé
Famille	Process / pipeline	Process / pipeline
Année d'origine	2007–2008	2006
Auteur d'origine	Marja Saarikoski, Hanne Leino-Kilpi, Tony Warne	Jeffrey W. Rudolph, Robert Simon, Daniel B. Raemer
Type	Self-report questionnaire	Self-report observer-rated scale
Source fondatrice	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.	Rudolph, J. W., Simon, R., Dufresne, R. L., & Raemer, D. B. (2006). There's no such thing as 'nonjudgmental' debriefing: A theory and method for debriefing with good judgment. Simul Healthc 1(1): 49–55.
Alias	CLES, CLES+T Scale, Clinical Learning Environment Supervision Scale	DASH Scale, Simulation Debriefing Assessment, Debriefing Feedback Scale
Apparentées	4	4
Résumé	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.	The DASH is a 20-item observer-rated instrument measuring the quality of debriefing—the structured, facilitated reflection following a healthcare simulation activity. Developed by Rudolph, Simon, and Raemer in 2006 at Massachusetts General Hospital, the DASH evaluates the debriefing facilitator's ability to create a psychological safety environment, elicit reflection on events, establish learning objectives, and foster insight into clinical decision-making. The scale is widely used in medical and nursing education to assess the fidelity and effectiveness of simulation-based learning experiences.