方法对比

	反思实践问卷 (RPQ)	临床学习环境量表加教师反馈分量表 (CLES+T)
领域	健康教育	健康教育
方法族	Process / pipeline	Process / pipeline
起源年份	2000–2005	2007–2008
提出者	Sobral, D. T.; Saarikoski et al.	Marja Saarikoski, Hanne Leino-Kilpi, Tony Warne
类型	Self-report questionnaire	Self-report questionnaire
开创性文献	Sobral, D. T. (2000). An appraisal of medical students' reflection-in-action. Med Educ 34(3): 182–187.	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.
别名	Reflection Questionnaire, Reflective Learning Scale	CLES, CLES+T Scale, Clinical Learning Environment Supervision Scale
相关	4	4
摘要	The RPQ is a self-report instrument measuring the degree to which healthcare students and professionals engage in reflective practice—the deliberate examination of their clinical experiences, decisions, and actions to extract learning and improve future practice. Developed by Sobral and refined by Saarikoski and colleagues in the early 2000s, the RPQ assesses both the frequency and depth of reflection, including reflection-in-action (thinking while performing) and reflection-on-action (analyzing after the fact). The scale is used in nursing and medical education to evaluate whether students are developing critical thinking and self-directed learning habits that sustain professional growth.	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.