Authors
1 Nursing and Midwifery Care Research Center, Faculty of Nursing and Midwifery, Isfahan University of Medical Sciences, Isfahan, Iran
2 Department of Nursing and Midwifery, School of Nursing and Midwifery, Isfahan University of Medical Sciences
Abstract
BACKGROUND: Clinical education provides a chance to combine theoretical knowledge and clinical
skills. Students are the key elements in the evaluation of clinical education efficacy. The present
study was aimed to define nursing students’ viewpoints concerning conformity to the characteristics
of clinical conference and clinical round.
METHODS: This descriptive analytical study was conducted on the bachelor’s students of the 4th–6th
semester of nursing. Sampling was conducted using census sampling method during the 2nd semester
of 2014–2015 school year. Data collection tool was a three‑section researcher‑made questionnaire
containing demographic, nursing round, and clinical conference characteristics. Descriptive and
inferential statistical tests (independent t‑test, ANOVA, and Spearman and Pearson correlation
coefficients) were used for data analysis.
RESULTS: Participants were 134 bachelor’s students of the 4th–6th semester of nursing. According
to half of the participants, conformity to the characteristics of clinical conference (45.5%, 53%) and
clinical round (44%, 51.5%) were poor and medium, respectively. Paired t‑test showed a significant
difference between students’ viewpoints toward the planning of clinical conference and clinical
nursing round (P = 0.006, t = 2.77).
CONCLUSIONS: According to the results of the present study on students’ viewpoints, clinical
education faces a serious challenge with regard to clinical education methods. Considering the
necessity and importance of clinical education, more investigation should be conducted to detect its
relevant factors and plan for its improvement.
Keywords
emotional intelligence and clinical teaching effectiveness in
nursing faculty. J Prof Nurs 2012;28:231‑40.
2. Sundler AJ, Pettersson A, Berglund M. Undergraduate nursing
students’ experiences when examining nursing skills in clinical
simulation laboratories with high‑fidelity patient simulators:
A phenomenological research study. Nurse Educ Today
2015;35:1257‑61.
3. Hossein KM, Fatemeh D, Fatemeh OS, Katri VJ, Tahereh B.
Teaching style in clinical nursing education: A qualitative study
of Iranian nursing teachers’ experiences. Nurse Educ Pract
2010;10:8‑12.4. O’Mara L, McDonald J, Gillespie M, Brown H, Miles L.
Challenging clinical learning environments: Experiences
of undergraduate nursing students. Nurse Educ Pract
2014;14:208‑13.
5. Moosavi S, Fatemi S, Yazdanipour MA. Attitude of nursing
midwifery and operating room students about effective factors
on clinical education. Procedia Soc Behav Sci 2013;89:676‑81.
6. Omid A, Adibi P, Bazrafkan L, Johari Z, Shakour M, Yousefi AR.
A review on some aspects of patient’s rights in clinical education.
Iran J Med Educ 2012;11:1299‑311.
7. Aliakbari F, Haghani F. Patients beside teaching: Advantages and
disadvantages. Iran J Med Educ 2011;10:1161‑76.
8. Elisabeth C, Christine WH, Ewa P. Teaching during clinical
practice: Strategies and techniques used by preceptors in nursing
education. Nurse Educ Today 2009;29:522‑6.
9. Adel Mehraban M, Moladoust A. Evaluation of nursing
management internship: A mixed methods study. Iran J Med
Educ 2015;14:972‑87.
10. Mirzaei R, Borhani F, Fasihi Harandi T. Student’s perception of
clinical learning environment. Iran J Med Educ 2014;14:641‑50.
11. Oermann MH, Gaberson K. Evaluation and Testing in Nursing
Education. 2nd ed. New York: Springer; 2006.
12. Aitken LM, Burmeister E, Clayton S, Dalais C, Gardner G. The
impact of Nursing Rounds on the practice environment and nurse
satisfaction in intensive care: Pre‑test post‑test comparative study.
Int J Nurs Stud 2011;48:918‑25.
13. Tod AM, Bond B, Leonard N, Gilsenan IJ, Palfreyman S.
Exploring the contribution of the Clinical Librarian to facilitating
evidence‑based nursing. J Clin Nurs 2007;16:621‑9.
14. Delaram M. Midwifery students in Shahrekord University of
Medical Sciences. Iran J Med Educ 2006;6:129‑34.
15. Mohebbi Z, Rambod M, Hashemi F, Mohammadi HR, Setoudeh G,
Najafi Dolatabad SH. View point of the nursing students on
challenges in clinical training, Shiraz, Iran. Med J Hormozgan
Univ 2012;16:415-421.
16. Abedini S, Abedini S, Aghamolaei T, Jomehzadeh A, Kamjo A.
Clinicaleducation problems: The viewpoints of nursing and
midwifery students in Hormozgan University of Medical
Sciences. hmj 2009;12:249-53.
17. Masoodi R, Alhani F. Problems and issues of less-experienced
nursing mentors in clinical education. IJN 2007;19:67-81.
18. Delaram M. Clinical Education from the Viewpoints of Nursing
and Midwifery Students in Shahrekord University of Medical
Sciences. Iran J Med Educ 2006;6:129-135.
)