Document Type : Original Article
Authors
1 Nursing and Midwifery Care Research Center, Faculty of Nursing and Midwifery
2 Nursing and Midwifery Care Research Centre, Adult Health Nursing, Faculty of Nursing and Midwifery, Isfahan University of Medical Sciences, Isfahan, Iran
Abstract
BACKGROUND: Clinical education is the heart of professional education in nursing. The perspective
of nursing students and clinical nursing educators as the main owners of teaching–learning process
are of determinants affecting clinical education process. This study was conducted to explore and to
describe the clinical education problems and strategies to improve it from the perspective of nursing
students and clinical nursing educators.
MATERIALS AND METHODS: The study was conducted using a descriptive qualitative method in
2017. Participants included 35 baccalaureate nursing students and 5 clinical nursing educators from
nursing faculty of Isfahan University of Medical Sciences, Isfahan, Iran. Participants were selected
using purposeful sampling method. Data were collected through semi‑structured individual interviews
and used qualitative content analysis for analysis.
RESULTS: The 2 main categories, 7 subcategories, and 19 sub‑sub categories extracted from
interviews. The two categories were “challenges of clinical education in nursing with four subcategories:
fear, insufficient readiness of student, incompetency of clinical educators, unpleasant atmosphere
of clinical environment,” and “strategies for improving clinical education of nursing with three
subcategories: the use of nursing education models and methods, improvement of communication
between faculty and practice, and holding orientation stage at the beginning of training.”
CONCLUSIONS: The findings show that clinical strategies, including employing experienced clinical
educators, attempting to enhance the learning environment, developing the relationship between
faculty and practice, participation of clinical nurses in clinical education, paying attention to entering
behavior, and holding orientation stage at the beginning of training, can improve clinical education
of nursing.
Keywords
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