방법 비교

	임상 학습 환경 척도와 교사 피드백 하위 척도 (CLES+T)	임상 교육의 질 척도(CTQS)
분야	보건교육	보건교육
계열	Process / pipeline	Process / pipeline
기원 연도	2007–2008	2001–2003
창시자	Marja Saarikoski, Hanne Leino-Kilpi, Tony Warne	Kristina Ohrling & Ingela R. Hallberg
유형	Self-report questionnaire	Self-report questionnaire
원전	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.	Ohrling, K. & Hallberg, I. R. (2001). The meaning of precepting: Nurse preceptors' lived experience of precept education. J Adv Nurs 33(1): 96–103.
별칭	CLES, CLES+T Scale, Clinical Learning Environment Supervision Scale	Teaching Quality Assessment, Clinical Instructor Effectiveness Scale
관련	4	4
요약	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 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.