Effectiveness of the clinical teaching associate model to improve clinical learning outcomes: A randomized controlled trial

Parchebafieh, S; Gholizadeh, L; Lakdizaji, S; Ghiasvandiyan, S; Davoodi, A

Effectiveness of the clinical teaching associate model to improve clinical learning outcomes: A randomized controlled trial

Parchebafieh, S Gholizadeh, L

Lakdizaji, S Ghiasvandiyan, S Davoodi, A

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Publication Type:: Journal Article
Citation:: Nurse Educator, 2014, 39 (4), pp. 202 - 205
Issue Date:: 2014-01-01

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Full metadata record

Field	Value	Language
dc.contributor.author	Parchebafieh, S	en_US
dc.contributor.author	Gholizadeh, L https://orcid.org/0000-0002-6711-3312	en_US
dc.contributor.author	Lakdizaji, S	en_US
dc.contributor.author	Ghiasvandiyan, S	en_US
dc.contributor.author	Davoodi, A	en_US
dc.date.issued	2014-01-01	en_US
dc.identifier.citation	Nurse Educator, 2014, 39 (4), pp. 202 - 205	en_US
dc.identifier.issn	0363-3624	en_US
dc.identifier.uri	http://hdl.handle.net/10453/37578
dc.identifier.uri	http://hdl.handle.net/10453/35416
dc.identifier.uri	http://hdl.handle.net/10453/37579
dc.description.abstract	This study examined the effectiveness of the clinical teaching associate (CTA) model to improve clinical learning outcomes in nursing students. Students were randomly allocated to either the CTA (n = 28) or traditional training group (n = 32), and their clinical knowledge, skills, and satisfaction with the learning experience were assessed and compared. The results showed that the CTA model was equally effective in improving clinical knowledge, skills, and satisfaction of nursing students. Copyright © 2014 Wolters Kluwer Health.	en_US
dc.relation.ispartof	Nurse Educator	en_US
dc.relation.isbasedon	10.1097/NNE.0000000000000054	en_US
dc.subject.classification	Nursing	en_US
dc.subject.mesh	Humans	en_US
dc.subject.mesh	Attitude of Health Personnel	en_US
dc.subject.mesh	Personal Satisfaction	en_US
dc.subject.mesh	Learning	en_US
dc.subject.mesh	Nursing Education Research	en_US
dc.subject.mesh	Nursing Evaluation Research	en_US
dc.subject.mesh	Models, Educational	en_US
dc.subject.mesh	Models, Nursing	en_US
dc.subject.mesh	Educational Measurement	en_US
dc.subject.mesh	Clinical Competence	en_US
dc.subject.mesh	Students, Nursing	en_US
dc.subject.mesh	Female	en_US
dc.subject.mesh	Male	en_US
dc.subject.mesh	Young Adult	en_US
dc.title	Effectiveness of the clinical teaching associate model to improve clinical learning outcomes: A randomized controlled trial	en_US
dc.type	Journal Article
utslib.citation.volume	4	en_US
utslib.citation.volume	39	en_US
utslib.for	13 Education	en_US
utslib.for	1110 Nursing	en_US
utslib.for	1303 Specialist Studies in Education	en_US
pubs.embargo.period	Not known	en_US
pubs.organisational-group	/University of Technology Sydney
pubs.organisational-group	/University of Technology Sydney/Faculty of Health
pubs.organisational-group	/University of Technology Sydney/Faculty of Health/Nursing
pubs.organisational-group	/University of Technology Sydney/Strength - CHSP - Health Services and Practice
utslib.copyright.status	in_progress
pubs.issue	4	en_US
pubs.publication-status	Published	en_US
pubs.volume	39	en_US

Abstract:

This study examined the effectiveness of the clinical teaching associate (CTA) model to improve clinical learning outcomes in nursing students. Students were randomly allocated to either the CTA (n = 28) or traditional training group (n = 32), and their clinical knowledge, skills, and satisfaction with the learning experience were assessed and compared. The results showed that the CTA model was equally effective in improving clinical knowledge, skills, and satisfaction of nursing students. Copyright © 2014 Wolters Kluwer Health.

Please use this identifier to cite or link to this item:

http://hdl.handle.net/10453/35416