Parchebafieh Samaneh, Gholizadeh Leila, Lakdizaji Sima, Ghiasvandiyan Shahrzad, Davoodi Arefeh
Author Affiliations: Lecturer (Ms Parchebafieh), Faculty of Nursing & Midwifery, Islamic Azad University-Tehran Medical Branch, Tehran, Iran; Lecturer (Dr Gholizadeh), Faculty of Nursing, Midwifery & Health, University of Technology, Sydney, Australia; Lecturers (Mrs Lakdizaji and Mrs Davoodi), Faculty of Nursing & Midwifery, Tabriz University of Medical Sciences, Tabriz, Iran; Lecturer (Dr Ghiasvandiyan), Faculty of Nursing & Midwifery, Tehran University of Medical Science, Tehran, Iran.
Nurse Educ. 2014 Jul-Aug;39(4):202-5. doi: 10.1097/NNE.0000000000000054.
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.
