The implementation of CLES+T questionnaire in the Italian nursing bachelor’s degree program for the evaluation of clinical learning environment by nursing students: a study protocol
DOI:
https://doi.org/10.54103/dn/22520Keywords:
CLES T, Nursing education, Nursing evaluation, Nursing degree, Implementation, Clinical learning environmentAbstract
BACKGROUND:
Education in clinical settings represents a crucial step in the university process for students on degree courses in the health and medical professions. In nursing education, this is emphasised, as they have the opportunity to gain practical experience and come face-to-face with different working realities during each clinical placement. Based on these experiences, it is therefore essential to carry out a periodic evaluation of the internship settings.
OBJECTIVES:
The main objective of this work is to implement an evaluation tool for the clinical training environment to provide feedback concerning student placement locations and improve the quality of university clinical training.
METHOD:
This research study protocol describe an observational study, with formal recruitment of nursing degree courses and subsequently inclusion of students from the differemt academic years. The study involves the application of the CLES+T questionnaire in participating degree courses, initially to be able to have an overall vision and subsequently assessing its implementation as a possible permanent evaluation tool.
EXPECTED RESULTS:
It is expected, from the study described in this protocol, that the participating population will consider the questionnaire as a way of critically analysing the clinical environment. A broad participation of the nursing student population and good feedback of the examined environments is expected.
References
Galletti C, Abbagnale I, Di Martino C. “Esplorare la pratica clinica con occhi diversi”: l’esperienza di tirocinio degli studenti di Infermieristica con DSA in Italia, uno studio qualitativo. L’infermiere. 2021;58(6):105–16.
Alcalà-Albert G et al. Back to Clinical Training during the COVID-19 Pandemic: Perspective of Nursing Students. Int J Env Res Public Health. 2022;19(21):1–12.
Riordino della disciplina in materia sanitaria, a norma dell’articolo 1 della legge 23 ottobre 1992, n. 421. Roma: Gazzetta Ufficiale; 1992.
Disciplina dei rapporti fra Servizio sanitario nazionale e università, a norma dell’articolo 6 della legge 30 novembre 1998, n.419. Roma: Gazzetta Ufficiale; 1999.
Chiellini L. L’intesa tra università, regioni ed aziende del servizio sanitario nazionale. Il Polit. december 2004;69(3):539–54.
Flott E, Linden L,. The clinical learning environment in nursing education: a concept analysis. J Adv Nurs. 2016;72(3):501–13.
Dunn S, Burnett P. The development of a clinical learning environment scale. J Adv Nurs. 1995;22(6):1166–73.
Saarikoski M et al,. The nurse teacher in clinical practice: Developing the new sub-dimension to the clinical learning environment and supervision (CLES) scale. Int J Nurs Stud - ELSEVIER. 2008;45:1233–7.
Nicotera R, Altini P, Dimonte V,. Un confronto degli strumenti di misurazione più utilizzati per valutare la qualità degli ambienti di apprendimento clinico degli studenti infermieri. Assist Inferm Ric. 2017;36(1):31–40.
Magnani D et al,. The undergraduate nursing student evaluation of clinical learning environment: an Italian survey. Prof Inferm. 2013;67(1):55–61.
Tomietto M et al,. Clinical Learning Environment and Supervision plus nurse Teacher (CLES+T) scale: testing the psychometric characteristics of the Italian version. G Ital Med Lav Ergon. 2012;34(2):72–80.
An-Wen Chan et al. SPIRIT 2013 Statement: Defining Standard Protocol Items for Clinical Trials. Ann Intern Med. 2013;158:200–7.
The Jamovi Project. JAMOVI. JAMOVI; 2022. (JAMOVI).
JASP Team. JASP. Amsterdam: University of Amsterdam; 2024.
R Core Team. R: A Language and environment for statistical computing. USA; 2021. (R).
Downloads
Published
How to Cite
Issue
Section
Categories
License
Copyright (c) 2024 Pasquale Fava, Laura Carocci, Gianluigi Carfora
This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.
Accepted 2024-03-15
Published 2024-04-03
