Learning challenges of nursing students in clinical environments: A qualitative study in Iran (original) (raw)
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The Challenges of Nursing Students in the Clinical Learning Environment: A Qualitative Study
The Scientific World Journal, 2016
Background/Aim. Clinical learning is a main part of nursing education. Students’ exposure to clinical learning environment is one of the most important factors affecting the teaching-learning process in clinical settings. Identifying challenges of nursing students in the clinical learning environment could improve training and enhance the quality of its planning and promotion of the students. We aimed to explore Iranian nursing students’ challenges in the clinical learning environment.Materials and Methods. This is a qualitative study using the content analysis approach. The participants consisted of seventeen nursing students and three nursing instructors. The participants were selected through purposive sampling method and attended semistructured interviews and focus groups.Results. Three themes emerged after data analysis, including ineffective communications, inadequate readiness, and emotional reactions.Conclusion. Nursing students in Iran are faced with many challenges in the ...
Clinical learning experiences of Iranian student nurses: A qualitative study
2016
Background & Aim: Clinical education is performed within a complex social context in clinical set-tings. Success of the nursing programs depends on appropriate clinical experiences. The aim of this study was to explore clinical learning experiences of Iranian student nurses. Methods & Materials: Twelve bachelor's degree student nurses were chosen from two large nursing schools in an urban area of Iran. Private face-to-face semi-structured interviews were conducted to collect the data. Data were analyzed using a content analysis approach. Results : Three main categories emerged during data analysis: "clinical poverty", "clinical distress", and "professional pride". The categories and their subcategories were interrelated and sequential in terms of their occurrence. It was found that students start learning in a non-conducive and non-supportive clinical environment. They experienced different sorts of distress during the clinical placement. However, d...
Nursing and Midwifery Studies, 2016
Background: Clinical training is an integral part of nursing education; however, some studies have shown that it is not always efficient. Objectives: This study aimed to find out the factors that can impede nursing students' clinical learning. Materials and Methods: In this qualitative study, data were collected via reflective journal writing. Purposeful sampling was used, and 12 senior nursing students were recruited to the study. The data were analyzed using a content analysis method. Results: Three main categories were derived, including inappropriate communication, ineffective role models, and theory-practice gaps. Students perceived that inappropriate communication between instructors, staff members, and students had the greatest impact on student learning. The competence of clinical instructors and staff is an important factor affecting students' training. The clinical learning environment does not always integrate theory and practice together. Conclusions: Nursing students did not experience effective clinical learning. Having expert instructors and supportive communication are important factors in creating a clinical learning environment.
Journal of Education and Practice, 2017
The aims of the study were to identify the factors facilitating and hindering the clinical learning of nursing students in the College of Nursing, Kuwait. Clinical practice is a vital component of the nursing education. Nursing students encounter various problems during their clinical rotation. Identification of the factors that facilitate and hinder the clinical learning will provide a greater insight to develop an effective clinical teaching strategy in nursing education. A descriptive qualitative research design was used. The study included 120 nursing students selected through convenient sampling technique from level 2 to level 5, Associated Degree in Nursing Program. Data was collected via focus group interviews with five students in each group. All interviews were recorded using an audio recorder and the transcripts of the interviews were coded. Data obtained were categorized under the factors affecting clinical learning of nursing students. Content analysis was used to anal...
Nurse education in practice, 2018
Clinical education is an essential part of nursing education. The purpose of this study was to explore nurse students' experiences related to cinical learning environments, factors effecting to clinical learning process. Descriptive qualitative design was used in this study, and data were collected from 2nd class nursing student (n = 14). The study took the form of in-depth interviews between August-October 2015. The qualitative interviews were analyzed by using simple content analysis. Data were analyzed manually. Experiences nurse students are described five themes. The themes of the study are (1) effecting persons to clinical learning, (2) educational atmosphere, (3) students' personal charactering, (4) the impact of education in school, and (5) students' perceptions related to clinical learning. Participants stated that they experienced many difficulties during clinical learning process. All students importantly stated that nurse teacher is very effecting to clinical...
Background and objective: Clinical learning environment plays an important role in clinical learning of nursing students. Students' perception of the clinical learning environment with what exists in reality is different and they look for the more desirable learning environment. Assessing nursing students' perception and exploring the effects of undergraduate curriculum is one of the most important steps in the continuing development of nursing education. The purpose of this study was to determine pre-registration student nurses perception of the clinical learning environment during clinical placements Material and Methods: This study was descriptive cross-sectional. 217 baccalaureate nursing students from Tehran nursing & midwifery faculty participated in this study. For data collection, "clinical learning environment inventory" was used that contains 42 item in six areas, and completed by the students on the last day of the placement. Data was analyzed by SPSS so...
Iranian journal of nursing and midwifery research, 2011
Clinical learning environment (CLE) is an important factor in clinical education of nursing students. The CLE of nursing students has been less studied in Iran. Therefore, the aim of present study was to investigate the viewpoints of nursing students in Tabriz nursing faculty regarding CLE. In this descriptive study, 133 nursing students participated. For data collection the CLE inventory was used that assesses six aspects including personalization, cooperation, task orientation, innovation, satisfaction with clinical education, and satisfaction with clinical instructors. The score ranged from 46 to 184 and scores below 115 were considered as a negative. The average score of viewpoint regarding CLE was 108.4 (12.7) and 93.2% of students had a negative viewpoint about CLE. Educational authorities should have special attention to the quality of CLE of nursing students.
Sağlık ve hemşirelik yönetimi dergisi, 2022
The aim of the study was to determine the challenges experienced by nursing students in the clinical learning environment and their suggestions. Method: The study was carried out with 249 nursing students between November 2019 and March 2020 at a university in Turkey using a 62-item questionnaire developed by the researchers. Results: 49.8% of the participants experienced challenges during clinical practice that are related to the nurses (37.5%), the hospital (27.0%), and theoretical education (13.5%), and they believe that their challenges could be partially resolved (46.6%). 70.7% of the participants stated that they could partially transfer what they learned in the classroom to their clinical practice. All the participants who reported an event that affected them in the clinic (67.5%) gave an example of a negative event and most of these events were related to the attitudes and behaviors of the nurses. Their suggestions for better clinical practice were to increase the number of practice lessons and more innovative and technology-based training methods used in accordance with the technological developments of the digital age. Conclusions: There are considerable challenges and obstacles that nursing students face in the clinical learning environment that can affect their competence and learning. It can be said that new technological and innovative teaching techniques should be developed to overcome these obstacles and challenges.
Background: Most of a nursing student's curriculum is focused on clinical training because nursing is a practical profession. Although the setting for clinical learning is regarded as a crucial part of the nursing curriculum, it still seems that certain issues prevent students from learning and functioning well in the hospital. Aim: This study aimed to evaluate the challenges and difficulties faced by bachelor's degree nursing students during hospital clinical practice at Al-Baha University-Saudi Arabia. Method: A descriptive, community-based study design was conducted by using a purposive sampling method on 80 nursing students from the third and fourth year (34 male and 46 female), during the period from February to April 2021. The data were collected by using a validated questionnaire, which consists of three parts, part one is the socio-demographic data of the students, part two is the obstacles and challenges that faced nursing students, and part three covers the effects of obstacles and challenges on nursing students' learning process. The data were analyzed by SPSS version 20, and appropriate tests were applied. Results: The results showed that more than half of the sample were female, the majority of them from the fourth-year, and the total mean score of the challenges and difficulties facing nursing students during clinical practice was (3.42 ± 0.47). In addition, the overall average rating of the effects of these challenges and difficulties on nursing students' learning process was (3.34 ± 0.81). There is a significant difference between the effect on the student learning process and gender (p-value 0.08), and there is a significant difference between challenges, difficulties facing students, and the number of subjects (p-value 0.005). Conclusion: The study has demonstrated the obstacles and problems faced by nursing students during their clinical practice, and they believe that these obstacles have a detrimental impact on the learning process in the clinical setting.
Medical journal of the Islamic Republic of Iran, 2015
Educational clinical environment has an important role in nursing students' learning. Any difference between actual and expected clinical environment will decrease nursing students' interest in clinical environments and has a negative correlation with their clinical performance. This descriptive cross-sectional study is an attempt to compare nursing students' perception of the actual and expected status of clinical environments in medical-surgical wards. Participants of the study were 127 bachelor nursing students of Iran University of Medical Sciences in the internship period. Data gathering instruments were a demographic questionnaire (including sex, age, and grade point average), and the Clinical Learning Environment Inventory (CLEI) originally developed by Professor Chan (2001), in which its modified Farsi version (Actual and Preferred forms) consisting 42 items, 6 scales and 7 items per scale was used. Descriptive and inferential statistics (t-test, paired t-test, A...