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

dc.contributor.authorParchebafieh, S
dc.contributor.authorGholizadeh, L
dc.contributor.authorLakdizaji, S
dc.contributor.authorGhiasvandiyan, S
dc.contributor.authorDavoodi, A
dc.date.accessioned2018-08-26T06:04:55Z
dc.date.available2018-08-26T06:04:55Z
dc.identifier.urihttp://dspace.tbzmed.ac.ir:8080/xmlui/handle/123456789/41612
dc.description.abstractThis 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.
dc.language.isoEnglish
dc.relation.ispartofNurse educator
dc.subjectAttitude of Health Personnel
dc.subjectClinical Competence
dc.subjectEducational Measurement
dc.subjectFemale
dc.subjectHumans
dc.subjectLearning
dc.subjectMale
dc.subjectModels, Educational
dc.subjectModels, Nursing
dc.subjectNursing Education Research
dc.subjectNursing Evaluation Research
dc.subjectPersonal Satisfaction
dc.subjectStudents, Nursing
dc.subjectYoung Adult
dc.titleEffectiveness of the clinical teaching associate model to improve clinical learning outcomes: a randomized controlled trial.
dc.typearticle
dc.citation.volume39
dc.citation.issue4
dc.citation.spage202
dc.citation.epage5
dc.citation.indexPubmed
dc.identifier.DOIhttps://doi.org/10.1097/NNE.0000000000000054


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