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Background: Primary care Learning Environment and Nurse Teacher effectiveness is vital for quality ofeducation. Various cultural studies comprise a background for student education evaluation in both clinical andprimary care learning environments.Aim: The aim of this methodological cross-sectional study was to test the validity and reliability of the ClinicalLearning Environment, Supervision, and Nurse Teacher (CLES+T) evaluation scale for primary care practices inpublic health nursing education.Methodology: This study had a methodological design, where study reporting was supported by the STROBEchecklist. To make sure that there would be around five times as many participants as the number of items, thesample consisted of 135 junior students plus 17 senior students taking part in a public health nursing internshipprogram. In total, 152 students participated in the study. Helsinki Declaration ethical principles were consideredthroughout the process. For the data analyses quantitative parametric measures were applied. The data analysisinvolved Kendall’s W, Cronbach’s alpha, and confirmatory factor analysis. The scale was subject to expertjudgment, and it was piloted with a group of nursing students.Results: The content validity analysis of expert judgement was statistically significant. Cronbach’s alphacoefficients varied between 0.48 and 0.94 for five sub-dimensions of factor loading, according to confirmatoryfactor analysis. The overall scale had a Cronbach’s alpha of 0.86. The five-factor construct of the Turkishversion of the CLES+T evaluation scale was confirmed and demonstrated adequate reliability and validity.Conclusions: The scale can now be used by managers and teachers for evaluating the quality of education inprimary care practices. It gives an opportunity to Turkish student nurses and teachers to evaluate their practice.Keywords: nursing students, public health education, evaluation, primary health care, CLES+T |
