Document Type : Original Article


1 Nursing and Midwifery Care Research Center, Department of Medical Surgical Nursing, School of Nursing and Midwifery, and Department of Medical Education, School of Medicine, Mashhad University of Medical Sciences, Mashhad, Iran

2 Eye Research Center, Faculty of Medicine, Khatam‑al‑Anbia Hospital, Mashhad University of Medical Sciences, Mashhad, Iran

3 Department of Medical Education, Faculty of Medical Sciences Education, Shahid Beheshti University of Medical Sciences, Tehran, Iran


INTRODUCTION: Bachelor’s program in surgical technology is a major of medical science, in Iran.
Learning and adapting to different skills and roles in the operation room environment is a daunting
work. The complexity of this environment needs to bring together researchers in this field to work
on different aspects. The aim of this qualitative study was comprehensively understanding of clinical
teaching process in surgical technology.
MATERIALS AND METHODS: The present study was conducted based on the qualitative research
design of the grounded theory approach (Corbin and Strauss, 2008). This study was conducted at
schools of nursing and paramedical in five academic settings. Study participants in the present study
include 14 students, seven educational instructors, six staff of operation room, one dean of faculty,
three surgeon assistants, one instructor, and four head nurses of operation room. A semi‑structured
interview method and a memo were conducted using theoretical and purposive sampling. Constant
comparative analysis was used for data analysis.
RESULTS: Findings showed that the nonacceptance of student by surgical team was identified as
the main concern of the students. The “gaining clinical competence and approval” was found the
central process (strategy) in response to main concern of clinical education, and the “interactive and
dynamic nature of the operation room environment” was defined as the context for this major concern.
Strategies that students used to address this concern included individual efforts to overcome distrust,
learning in the shadow of surgical team members, and seeking help and support of the instructor.
CONCLUSION: Accepting the students of surgical technology as a member of surgical team creates
opportunities for students to learn, gain experience, and enhance their professional qualifications
and abilities.


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