|کد مقاله||کد نشریه||سال انتشار||مقاله انگلیسی||ترجمه فارسی||نسخه تمام متن|
|367953||621552||2015||6 صفحه PDF||سفارش دهید||دانلود رایگان|
• Most of the Iranian studies in clinical education conducted at one faculty by small number of research participant, so to achieve comprehensive results, we conducted our study in four geographically diverse universities in the Iran and we used multi methods to data collection; individual interviews, focus groups and direct observations.
• The findings of this study describe a clearer understanding of the real environment of the clinical education in Iran.
IntroductionToday's students are the nurses of tomorrow. They need appropriate clinical learning opportunities in order to shape their professional identity, attitudes and values. Despite undeniable progresses of nursing education in Iran, the quality of the clinical education in Iran is not favorable. There is a need to explore the environment of clinical baccalaureate nursing students' education for developing, maintaining and enhancing the quality of clinical program.MethodThis is a qualitative study and was conducted based on content analysis multimethod design. Data were collected by individual interviews, focus groups and direct observations. 54 nursing students and 8 clinical educators from the four geographically diverse universities in the Iran composed the study sample. A purposive sampling was used.ResultFive themes were emerged from data analysis including; ambiguity in the nursing care role, routine-based nursing care, uncritical and dependent thinking climate, incompetency of clinical educators and patient education as important component of nursing.ConclusionsThe findings of this study describe a clearer understanding of the real environment of the clinical education in Iran. All of themes that emerged from the study play an important role in student learning and nursing education. It is crucial to pay more attention to reconsider care concept as an operational component of nursing, maximize meaningful learning opportunities, reevaluate clinical instructor as role models and prepare effective operational plan to combine theoretical and evidence based knowledge with clinical practice.
Journal: Nurse Education Today - Volume 35, Issue 12, December 2015, Pages 1295–1300