Iranian nursing students' experiences of nursing (original) (raw)
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Clinical learning experiences of Iranian student nurses: A qualitative study
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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...
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Background: The learning environment has a significant role in determining nursing students' academic achievements and course satisfaction. Creating a proper educational environment is therefore necessary for improving the quality of teaching and learning, and for delivering competent graduates to society. Objective: The present study was conducted to explore teachers' and postgraduate nursing students' experience of the educational environment in Iran. Methods: This qualitative study uses an inductive approach and conventional content analysis. Data were collected through semi-structured face-to-face interviews with seven PhD students, seven faculty members (directors) and two focus groups comprising of fourteen master's students in total, selected from three major universities in Tehran, Iran. Results: Seven subcategories were extracted from the data, including the organizational context, interactive climate, teachers' competency, student appreciation, research centeredness, educational guidance and professionalism. Conclusion: The educational environment of postgraduate nursing programs in Iran encompasses different dimensions that can serve as both key points for educational environment evaluators and as guidelines for officials at different levels, to modify the weaknesses and improve the strengths of the system.
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.
Iranian student nurses' experiences of clinical placement
International Nursing Review, 2005
Nursing as a practice-based profession requires that student nurses learn how to become professional in the clinical environment. Many studies have addressed student nurses' clinical learning and related problems, but few have explored the whole clinical experience of being a student nurse. To understand and gain deeper insight into Iranian student nurses' lived experience of clinical placement. Five student nurses were interviewed about their clinical experience during clinical placement. The researchers analysed the verbatim transcripts using van Manen's phenomenological methodology, keeping in mind the recommended six research activities. Five themes emerged by which the phenomenon of clinical experience could be illustrated. These themes were: caring-orientated relationships, attractive aspects of clinical experience, finding oneself in the clinical milieu, being supportive to classmates, and actualizing potential. Fourteen subthemes expanded and clarified the meaning of these themes. The attention paid and acknowledgement given to 'caring' and 'knowledge' by the student nurses showed that they are progressing toward their ultimate goal of being professional nurses. The student nurses' awareness of 'what is going on there?' and also support from other significant people facilitates the students' adaptation process and guarantees this progress.
Iranian nursing students' perspectives on transition to professional identity: a qualitative study
International Nursing Review, 2016
Iranian nursing students' perspectives on transition to professional identity: a qualitative study. International Nursing Review 00, 00-00 Aim: To explore Iranian nursing students' transition to professional identity. Background: Professional identity is an important outcome of nursing education that has not been fully explored in the Iranian nursing education system. Introduction: Professional identity is a significant factor influencing the development of nursing education and practice. The transition of nursing students to professional identity is the main concern of nursing education and fundamental prerequisite for policymaking and planning in the field of nursing education. Methods: This was a qualitative content analysis study. In-depth unstructured interviews were held with 35 Iranian bachelor's degree nursing students recruited through purposive sampling. The interviews were transcribed verbatim and analysed using content analysis. Findings: The data analysis led to the development of four themes and 15 categories: 'satisfaction with professional practice (attending clinical settings and communicating with patients, the feeling of being beneficial)'; 'personal development (growing interest in nursing, feeling competent in helping others, changing character and attitude shift towards patients)'; 'professional development (realizing the importance of nursing knowledge, appreciating professional roles, a changing their understanding of nursing and the meaning it)'; and 'attaining professional commitment (a tendency to present oneself as a nurse, attempting to change oneself, other students and the public image of nursing)'. Discussion: Development of professional identity is a continual process of transition. The greatest transition occurred in the last year of the programme. Conclusion: Nursing students experienced transition to PI through gaining satisfaction with professional practice, undergoing personal and professional development and developing a professional commitment. Implications for nursing and health policy: Educational policymakers can use our findings for developing strategies that facilitate and support nursing students' transition to professional identity.
Nursing Students'And Educators'Views About Nursing Education in Iran
IRANIAN JOURNAL OF NURSING RESEARCH, 2011
Methods: In a descriptive cross sectional study, researcher-developed questionnaires were completed by 700 students and 200 teachers of State and Azad School of nursing & midwifery. Probability sampling was done. Chis square were used for statistical analysis under SPSS v. 14. Results: Results showed that in students, greatest mean score were in educational setting but in teachers were contrary. Based on teachers' views, student-teacher ratio was not proper. Both students and teachers have the same opinion about lack of ...
Learning challenges of nursing students in clinical environments: A qualitative study in Iran
Journal of Education and Health Promotion, 2015
Clinical learning environment is a complex social entity. This environment is effective on the learning process of nursing students in the clinical area. However, learning in clinical environment has several benefits, but it can be challenging, unpredictable, stressful, and constantly changing. In attention to clinical experiences and factors contributing to the learning of these experiences can waste a great deal of time and energy, impose heavy financial burden on educational systems, cause mental, familial and educational problems for students, and compromise the quality of patient care. Therefore, this study was carried out with the goal of determining the learning challenges of nursing students in clinical environments in Iran. In this qualitative study carried out in 2012-2013, 18 undergraduate nursing students were selected by using purposive sampling method from the Faculty of Nursing and Midwifery of Tehran and Shahid Beheshti Universities. Semi-structured interviews were used to collect data. The content analysis method was used to determine relevant themes. Two themes were derived from the data analysis, which represented the students' clinical learning challenges. These two themes included insufficient qualification of nursing instructors and unsupportive learning environment. Identification of the students' clinical learning challenges and actions to remove or modify them will create more learning opportunities for the students, improve the achievement of educational goals, provide training to nursing students with the needed competencies to meet the complex demands of caring and for application of theories in practice, and improve the quality of healthcare services.
Lived Experiences of Iranian Novice Nursing Faculty in Their Professional Roles
Global Journal of Health Science, 2015
Many studies have focused on understanding the novice nursing faculty experiences on their roles and challenges that they encounter. But there are merely little evidences about Iranian novice nursing faculty experiences to perform their roles. In many universities of Iran, a novice faculty has to attend in a set of educational workshops (e.g. teaching and assessment methods), which are not based on their specific needs. Qualitative approach may provide first hand data needed to understand novice nursing faculty perceptions to develop an actual empowerment program. A qualitative design based on phenomenological approach was applied to uncover the meaning of novice nursing faculties' lived experiences in Mashhad University of Medical Sciences (Iran). Five main themes emerged from data as: "Importance of support", "Bewilderment", "Efficiency concern", "Concern of being accepted" and "Clinical education: Walking on the edge". These themes implied to uncertainty about fulfilling the academia expectations by novice faculty, desire to overcome the challenges, time limitation, and, unfriendly behavior from senior colleagues. Findings support that more than formal programs, such as workshops, the novice faculty can be empowered by other approaches (e.g. mentorship programs) where they can safely transit into academia under supervision of experienced colleagues. Also, this may facilitate the socialization process of novice faculty to academia and clinical fields.
Iranian staff nurses' attitudes toward nursing students
Nurse Education Today, 2011
s u m m a r y Introduction: Clinical education is an indispensible part of the nursing education. Clinical nurses play an important role in this teaching learning process. The quality and quantity of student-nurse interactions in the clinical area can either facilitate or hamper students' learning. The rationale of this research was to probe into staff nurses' attitudes toward nursing students within the context of clinical education in Iran. The nursing literature seems wanting in issues related to staff nurses' attitudes toward nursing students. Thus, we draw on Peplau's interpersonal relations in nursing to address staff-student relationship. That is, the nursing student was taken as the client. Methods: A descriptive cross-sectional design was selected for this study. The entire staff nurses of Medical and Surgical units (n =82) employed at Dr Fatemi and Imam Khomeini hospitals of Ardabil medical sciences university were selected. Stagg's questionnaire and a demographic tool were used to gather data. Attitudes were measured using a five-point Likert scale. Attitudes of staff nurses were inspected using cross tabulations and frequencies.
Investigation of the Professional Self-Concept of Nursing Students in Shiraz, Iran
Aim: The study aimed to explore the professional self-concept of senior nursing students and evaluate its relationship with sex, age, clinical work experience, motivation for choosing nursing and average grade. Methods: In this descriptive cross-sectional study based on the census method, professional self-concept of 70 senior nursing students of Shiraz University of Medical Sciences was investigated. The data were collected using Cowin's 36-item questionnaire of professional self-concept which measures nursing self-concept in six subscales. The data was analyzed using statistical indices such as frequency, mean, standard deviation, and independent t-tests and ANOVA statistical tests. A significant p-value was set at 0.05. Results: The mean of professional self-concept of students was 192.7144.85. There was a significant association between sex and interest in the nursing profession and professional self-concept, but the relationship between age, average grades and student clinical work experience and professional self-concept was not significant. Conclusion: The attitude of nursing students is greatly influenced by the image of nursing in the society, which makes them have low self-concept. Therefore, occupational and social support and counselling to the students can pave the way.