Uporedite metode

	Skala zadovoljstva studenata kliničkom praksom (SCPS)	Skala kvaliteta kliničke nastave (CTQS)
Oblast	Zdravstveno obrazovanje	Zdravstveno obrazovanje
Porodica	Process / pipeline	Process / pipeline
Godina nastanka	2007–2010	2001–2003
Tvorac	Papastavrou et al.	Kristina Ohrling & Ingela R. Hallberg
Tip	Self-report satisfaction questionnaire	Self-report questionnaire
Temeljni izvor	Papastavrou, E., Lambrinou, E., Tsangari, H., & Varthy, M. (2010). Students' satisfaction with their clinical learning environment in Cyprus: A longitudinal study. Nurs Educ Today 30(6): 539–544.	Ohrling, K. & Hallberg, I. R. (2001). The meaning of precepting: Nurse preceptors' lived experience of precept education. J Adv Nurs 33(1): 96–103.
Drugi nazivi	Clinical Placement Satisfaction, Placement Experience Scale, Clinical Site Satisfaction	Teaching Quality Assessment, Clinical Instructor Effectiveness Scale
Srodne	4	4
Sažetak	The SCPS is a self-report questionnaire measuring students' overall satisfaction with their clinical placement experience, including satisfaction with the learning environment, educator support, clinical opportunities, and facility resources. Originally developed by Papastavrou and colleagues in Cyprus (2007–2010), the SCPS evaluates multiple aspects of placement quality that contribute to student wellbeing and learning outcomes. The scale is used to monitor placement satisfaction across programs, compare satisfaction across clinical sites, and identify areas for improvement in clinical education delivery.	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.