手法を比較

	看護臨床能力尺度 (NCCS)	Clinical Learning Environment Scale with Teacher Feedback Subscale (CLES+T)
分野	健康教育	健康教育
系統	Process / pipeline	Process / pipeline
提唱年	2009	2007–2008
提唱者	Rozahn Walt & Charmaine van der Walt	Marja Saarikoski, Hanne Leino-Kilpi, Tony Warne
種類	Self-report and clinician-rated scale	Self-report questionnaire
原典	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.	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.
別名	Clinical Competence Scale, Nursing Skills Assessment, Competency Rating Scale	CLES, CLES+T Scale, Clinical Learning Environment Supervision Scale
関連	4	4
概要	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 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.