Description
Book SynopsisThis contributed book is the first to focus on the Clinical Learning Environment and Supervision (CLES) framework. The origin instrument version of the CLES-scale has been published in Finland in 2002, and has generated wide European and International interest. The CLES network has pursued Europe-wide research. This book brings a unique perspective of students’ clinical practicum in healthcare education and discusses how the national quality system can be used in the continual development of student supervisory systems. The book first presents the theoretical and practical principles of clinical learning, then defines the challenges of clinical learning for mentorship, clinical staff and nurse teachers. This volume also offers examples of the benefits and future perspectives of the CLES framework in healthcare education.
It is aimed at researchers and clinical professionals who contribute to students’ clinical learning at universities and healthcare organisations. It is especially suitable as a learning tool for clinical staff mentorship training courses and master’s level healthcare education studies.
Trade Review“The book is intended for health educators and researchers as well as organizers of clinical mentorship programs. It would be a useful tool for people in any of these settings and would meet their needs. … The book is well written and covers the subject thoroughly in a succinct manner. It is well organized with numbered headings and references at in each chapter … .” (Mary E. Boudreau, Doody's Book Reviews, April, 2018)
Table of ContentsIntroduction and concept definitions Mikko Saarikoski
Part I - Clinical learning environment - theoretical and practical principles1. The main elements of clinical learning in healthcare education Mikko Saarikoski
2. Methodological issues and development process of the CLES scalesMikko Saarikoski
3. Country validation of the CLES-scale; linguistic and cultural perspectivesMaría Flores Vizcaya-Moreno and Rosa María Pérez-Cañaveras,
4. The CLES scale as a national quality tool for clinical learning and teaching Riitta Meretoja, Tiina Tarr and Camilla Strandell-Laine
Part II – Ensuring the high quality of a clinical learning environment 5. A good clinical learning environment as an organisational challenge Marco Tomietto
6. Empowering the professionalization of nurses trough mentorship: implementation of the CLES framework in an international projectOlga Riklikienė and Erna Tichelaar
7. Cooperation between the clinical staff and the clinical teacher Leena Salminen
Part III – The CLES framework - New perspectives and areas for development 8. How can patient relationships and patient experiences be better utilised in student’s clinical learning? Arja Suikkala
9. New ways and environments of using the CLES framework Kristina Mikkonen and Olga Riklikiene
10. Possibilities of e-learning and new information technologies in clinical teaching Camilla Strandell-Laine
