方法对比

	临床学习环境量表加教师反馈分量表 (CLES+T)	临床教学质量量表 (CTQS)
领域	健康教育	健康教育
方法族	Process / pipeline	Process / pipeline
起源年份	2007–2008	2001–2003
提出者	Marja Saarikoski, Hanne Leino-Kilpi, Tony Warne	Kristina Ohrling & Ingela R. Hallberg
类型	Self-report questionnaire	Self-report questionnaire
开创性文献	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.
别名	CLES, CLES+T Scale, Clinical Learning Environment Supervision Scale	Teaching Quality Assessment, Clinical Instructor Effectiveness Scale
相关	4	4
摘要	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.