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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.accessioned2018-08-26T07:55:55Z
dc.date.available2018-08-26T07:55:55Z
dc.date.issued2014
dc.identifier.urihttp://dspace.tbzmed.ac.ir:8080/xmlui/handle/123456789/48632
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.subjectclinical learning
dc.subjectclinical teaching
dc.subjectclinical teaching associate model
dc.subjectnursing education
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.epage205
dc.citation.indexWeb of science
dc.identifier.DOIhttps://doi.org/10.1097/NNE.0000000000000054


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