Exploratory factor analysis of the Clinical Learning Environment, Supervision and Nurse Teacher Scale (CLES+T).
OBJECTIVE
The Clinical Learning Environment, Supervision and Nurse Teacher (CLES+T) scale measures student nurses' perceptions of clinical learning environments. This study evaluates the construct validity and internal reliability of the CLES+T in hospital settings in New Zealand. Comparisons are made between New Zealand and Finnish data.


METHODS
The CLES+T scale was completed by 416 Bachelor of Nursing students following hospital clinical placements between October 2008 and December 2009. Construct validity and internal reliability were assessed using exploratory factor analysis and Cronbach's alpha.


RESULTS
Exploratory factor analysis supports 4 factors. Cronbach's alpha ranged from .82 to .93. All items except 1 loaded on the same factors found in unpublished Finnish data. The first factor combined 2 previous components from the published Finnish component analysis and was renamed: connecting with, and learning in, communities of clinical practice. The remaining 3 factors (Nurse teacher, Supervisory relationship, and Leadership style of the manager) corresponded to previous components and their conceptualizations.


CONCLUSIONS
The CLES+T has good internal reliability and a consistent factor structure across samples. The consistency across international samples supports faculties and hospitals using the CLES+T to benchmark the quality of clinical learning environments provided to students.
Paul Barry
PB
Watson
Philippa
P
Seaton
Deborah
D
Sims
Isabel
I
Jamieson
Jane
J
Mountier
Rose
R
Whittle
Mikko
M
Saarikoski
D004508:Education, Nursing, Baccalaureate; D005163:Factor Analysis, Statistical; D005181:Faculty, Nursing; D005387:Finland; D006801:Humans; D007400:Interprofessional Relations; D009520:New Zealand; D009745:Nursing, Supervisory; D011594:Psychometrics; D015203:Reproducibility of Results; D013338:Students, Nursing / Q000523:psychology*; D011795:Surveys and Questionnaires; D017132:Workplace