Effectiveness of the Clinical Teaching Associate Model to Improve Clinical Learning Outcomes

Abstract

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.

In pursuit of an optimal model of undergraduate nurse clinical education: An integrative review

“…Gustafsson et al (2015) found university employed clinical teachers had sound theoretical knowledge and were able to provide 'neutral' support for students due to their indirect link to clinical areas. Walker et al (2013) found facilitators can encourage problem solving, reflection and linking theory to practice, as did Parchebafieh et al (2014) though there are many contextual differences observed in the studies with the latter notably having the shortest duration of placement in the included studies. Nishioka et al (2014) found models must be consistently defined and implemented to be effective, including establishing key roles and pathways for successful communication.…”

“…The duration of clinical placements varied, ranging from 32 hours (Parchebafieh et al, 2014) to 42 weeks in Warne et al's (2010) study, with a mean of 6.4 weeks in the same study. Students at various stages of their progression are represented and clinical settings range from single site, single speciality studies (Hellström-Hyson et al, 2012) to single site, multiple specialities (Omer et al, 2013).…”

“…The outcome measures centre on student experiences or perceptions of clinical education and consequently, this review presents a student-centric view. Seven studies (Croxon and Maginnis, 2009;Gustafsson et al, 2015;Hellström-Hyson et al, 2012;Omer et al, 2013;Parchebafieh et al, 2014;Sundler et al, 2014;Walker et al, 2013) focus on student experiences of supervision models. Whereas, Lovecchio et al 2012…”

“…Of the Queensland papers, the three Henderson et al (2006) papers report findings from one larger project. The remaining studies were predominantly from the United States of America (Lovecchio et al, 2012;Mulready-Shick et al, 2013;Nishioka et al, 2014;Smyer et al2015), Europe (Gustafsson et al, 2015;Hellström-Hyson et al, 2012;Roxburgh, 2014;Sundler et al, 2014;Warne et al, 2010) plus single studies from Iran (Parchebafieh et al 2014) and Saudi Arabia (Omer et al 2013).…”

“…specifically compares two forms of transition placement for final year students. Few studies endeavour to measure learning outcomes or competency attainment, however Mulready-Shick et al(2013)includes student grades and exam results,Parchebafieh et al (2014) consider knowledge acquisition andSmyer et al (2015) outcome measure is academic performance.…”