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	CLES+T	Skala Gotowości do Uczenia się Międzyzawodowego (RIPLS)
Dziedzina	Edukacja zdrowotna	Edukacja zdrowotna
Rodzina	Process / pipeline	Process / pipeline
Rok powstania	2007–2008	1999
Twórca	Marja Saarikoski, Hanne Leino-Kilpi, Tony Warne	Gail Parsell & John Bligh
Typ	Self-report questionnaire	Self-report questionnaire
Źródło pierwotne	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.	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.
Inne nazwy	CLES, CLES+T Scale, Clinical Learning Environment Supervision Scale	Readiness for IPL, RIPLS Scale
Pokrewne	4	4
Podsumowanie	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 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.