Rahnavard Zahra, Nodeh Zahra Hosseini, Hosseini Ladan
Community Health Nursing Department, Tehran University of Medical Sciences, Tehran, Iran.
Contemp Nurse. 2013 Oct;45(2):174-81. doi: 10.5172/conu.2013.45.2.174.
The credit of the practice nurses in developing countries, due to a gap between theory and practice in nursing education and healthcare delivery, has been questioned by nursing professionals. Therefore, the aims of this study were to investigate the effectiveness of the application of the clinical teaching associate (CTA) model in nursing students' clinical skills and to assess the participants' (faculty members, staff nurses, and nursing students) level of satisfaction with the CTA model and with achieving the educational goals in Iran, as a developing country.
In this experimental study, random sampling was used to assess 104 nursing students' clinical skills, and assess six faculty members and six staff nurses. After obtaining informed consent, the level of satisfaction was evaluated by a questionnaire and clinical skills were evaluated by standard checklists. Data were assessed and analyzed with SPSS version 15.
The results showed that the mean scores of all clinical skills of the students were significantly higher after intervention (P < 0.01). Moreover, the mean scores of instructors' satisfaction with applying the CTA model was significantly higher (P = 0.004), but their satisfaction with achieving clinical education outcomes did not show a significant difference (P = 0.109). Similarly, students' satisfaction with achieving educational outcomes did not show any significant differences between the two groups (P = 0.058).
According to this study, the CTA model is an effective method for developing clinical skills in nursing students in Iran as a developing country. Therefore, application of the method is recommended in clinical nursing education systems of such countries.
由于护理教育与医疗服务在理论与实践上存在差距，发展中国家执业护士的信誉受到了护理专业人员的质疑。因此，本研究的目的是调查临床教学助理（CTA）模式在培养护生临床技能方面的有效性，并评估参与者（教员、在职护士和护生）对CTA模式以及在伊朗这个发展中国家实现教育目标的满意度。
在这项实验研究中，采用随机抽样评估104名护生的临床技能，并评估6名教员和6名在职护士。在获得知情同意后，通过问卷评估满意度，通过标准清单评估临床技能。数据使用SPSS 15版进行评估和分析。
结果显示，干预后学生所有临床技能的平均得分显著更高（P < 0.01）。此外，教员对应用CTA模式的满意度平均得分显著更高（P = 0.004），但他们对实现临床教育成果的满意度没有显著差异（P = 0.109）。同样，两组学生对实现教育成果的满意度也没有显著差异（P = 0.058）。
根据本研究，CTA模式是在伊朗这样的发展中国家培养护生临床技能的有效方法。因此，建议在这些国家的临床护理教育系统中应用该方法。
