The Effect of Clinical Teaching Associate Model (CTA) on Nursing Student's Clinical Learning and Satisfaction in 2008.

Abstract

Abstract: Introduction: Studies clarify lack of necessary skills acquirement in a nursing clinical education and lower clinical education quality. They show the necessity of revising clinical education methods. This study is designed to determine the clinical teaching associate models effect on nursing student's learning and satisfaction in compare with current model. Methods: This study is a quasi-experimental research. During a semester nursing students of Tabriz Nursing & Midwifery faculty, passing clinical medical –surgical education 3 (n=60) by census method, divided to two groups randomly. One group by the clinical teaching associate model and the other group by the current model were educated. Cognitive learning domain, clinical learning and satisfaction were evaluated after 2 weeks by questionnaire and checklist. Data were analyzed by SPSS ver13. Results: Both of methods were effective in promotion of cognitive domain. But there were no differences between means of clinical learning (p=0.24) and satisfaction (p=0.92) in two groups. While significant statistical difference was observed in cognitive learning domain (p=0.004). Cognitive learning in current model group was higher than CTA group. Conclusion: Effect of two methods on clinical learning and satisfaction were similar. But cognitive domain in current model was higher than clinical teaching associate model group. Consequently providing of appropriate clinical education background for clinical teaching associate model is recommended.