Dr Mikko Saarikoski has been a nurse teacher in Finland since the 1980's and a Research & Development Manager of Healthcare Education (2006-2010). His major work focused on researching and developing research instruments for quality assurance of clinical training of nursing students. Dr Saarikoski received his PhD in 2002 and his academic qualifications for a docent post have been accepted by the University of Turku in 2011. The area of his docent post is in Didactics of nursing science.

MNSc Camilla Strandell-Laine has a long experience as a nurse teacher at the bachelor's degree level in nursing education especially as a clinical teacher supervising nursing students during the clinical practicum and educating mentors in student supervision. She also has teaching experience at master's degree level. She is currently working as a Doctoral Candidate in the Doctoral Programme of Nursing Science in the University of Turku at the Department of Nursing Science. Her main research areas are mobile technology use in the supervisory process during the clinical practicum and clinical learning outcomes of nursing student.

Provides a comprehensive description of the Clinical Learning Environment and Supervision (CLES) framework

Presents healthcare students' clinical practice as a key factor in professional development

Clarifies the connections between a good learning environment, quality of care and advanced supervisory methods

Introduction and concept definitions.- Part I - Clinical learning environment - theoretical and practical principles.-
1. The main elements of clinical learning in healthcare education.- 2. Methodological issues and development process of the CLES scales.- 3. Country validation of the CLES-scale; linguistic and cultural perspectives.- 4. The CLES scale as a national quality tool for clinical learning and teaching.-
Part II - Ensuring the high quality of a clinical learning environment.-
5. A good clinical learning environment as an organisational challenge.- 6. Empowering the professionalization of nurses trough mentorship: implementation of the CLES framework in an international project.- 7. Cooperation between the clinical staff and the clinical teacher.-
Part III - The CLES framework - New perspectives and areas for development.-
8. How can patient relationships and patient experiences be better utilisedin student's clinical learning?.- 9. New ways and environments of using the CLES framework.- 10. Possibilities of e-learning and new information technologies in clinical teaching.