Document Type : Original Article
Authors
1 Ph.D. of Nursing, Community Health Nursing Department, Nursing Faculty, Baqiyatallah University of Medical Sciences, Tehran, Iran
2 Assistant Professor, Ph.D. of Reproductive Health, Behavioral Sciences Research Center, Life Style Institute, Nursing Faculty, Baqiyatallah University of Medical Sciences, Tehran, Iran
3 Assistant Professor, Nursing Ph.D. Health Management Research Center, Baqiyatallah University of Medical Sciences, Tehran, Iran
Abstract
INTRODUCTION: Professional responsibility‑acquiring process among bachelor degree nursing
students is important for their current and future performance and educational and health‑care
system, but this process has not been explored in the literature. The aim of the current study is to
explore the process of acquiring professional responsibility among bachelor degree nursing students.
METHODOLOGY: The study design was based on grounded theory (Corbin and Strauss 2015).
Purposive and theoretical sampling led to the inclusion of 18 individual interviews and a focus group
interview with bachelor degree nursing students, their instructors, and key informants in a nursing
school and university, an educational hospital, and a health comprehensive service center in Tehran
in 2019–2020.
RESULTS: After data analysis, 6 categories, 17 primary categories, 64 subcategories, and 1747 initial
codes were extracted. Trying to optimal use of the educational period was the main category of this
study and its primary categories were responsible learning and performance management strategies,
there were facilitators and inhibitors categories for applying these strategies. Personal, educational,
and professional context factors were primary categories that may lead to the main concern (uncertain
productivity of the educational period) with regard to acquiring professional responsibility. Protection
of the students and others versus irresponsibility was consequence category of this process.
CONCLUSION: Knowing the process of acquiring professional responsibility among bachelor degree
nursing students can be used to facilitate the formation, promotion, and evaluation of professional
responsible behaviors. Further researches in these areas are recommended.
Keywords
Aramesh K, et al. Code of ethics for Iranian nurses. Ijme
2011;5:17‑28.
2. Ghasemi S, Ahmadi F, Kazemnejad A. Responsibility among
bachelor degree nursing students: A concept analysis. Nurs Ethics
2019;26:1398‑409.
3. Poorchangizi B, Borhani F, Abbaszadeh A, Mirzaee M,
Farokhzadian J. The importance of professional values from
nursing students’ perspective. BMC Nurs 2019;18:26.
4. Allen C, Stanley SH, Cascoe K, Stennett R. Academic dishonesty
among bachelor degree nursing students. Int Arch Nurs Health
Care 2017;3:074.
5. Ibrahim SA, Qalawa SA. Factors affecting nursing students’
incivility: As perceived by students and faculty staff. Nurse Educ
Today 2016;36:118‑23.
6. Krueger L. Academic dishonesty among nursing students. Journal
of Nursing Education 2014;53:77‑87.
7. Knepp KAF. Understanding student and faculty incivility in
higher education. The journal of effective teaching 2012;12:33‑46.
8. Shinyashiki GT, Mendes IA, Trevizan MA, Day RA. Professional
socialization: students becoming nurses. Rev Latino‑am
Enfermagem 2006;14:601‑7.
9. Kelley MA, Connor A, Kun KE, Salmon ME. Social responsibility:
conceptualization and embodiment in a school of nursing. Int J
Nurs Educ Scholarsh 2008;5:28.
10. Bulut HK, Erdol H, Calik KY, Aydin M, Yilmaz G. Evaluation
of occupational professionalism of final year Nursing Students
of a University. Procedia‑Social and Behavioral Sciences
2015;186:445‑50.
11. Lin YH, Liching Sung Wang, Yarbrough S, Alfred D, Martin P.
Changes in Taiwanese nursing student values during the
educational experience. Nurs Ethics 2010;17:646‑54.
12. Dinmohammadi MR, Peyrovi H, Mehrdad N. Professional
Socialization of Iranian BSN Students: A Grounded Theory Study.
J Caring Sci 2017;6:359‑69.
13. Asemani O, Iman MT, Moattari M, Tabei SZ, Sharif F, Khayyer M.
An exploratory study on the elements that might affect medical
students’ and residents’ responsibility during clinical training.
J Med Ethics Hist Med 2015;7:8.
14. Bang KS, Kang JH, Jun MH, Kim HS, Son HM, Yu SJ, et al.
Professional values in Korean undergraduate nursing students.
Nurse Educ Today 2011;31:72‑5.
15. Corbin J and Strauss A. Basics of qualitative research: Techniques
and procedures for developing grounded theory. 4rd ed. USA:
SAGE Publications, 2015.
16. Noble H, Mitchell G. What is grounded theory? Evid Based Nurs
2016;19:34‑5.
17. Charmaz K. Grounded theory methods in social justice research.
In: Denzin NK, Lincoln YS, editors. The Sage Handbook of
Qualitative Research. Thousand Oaks, CA: SAGE Publications;
2011.
18. Asemani O, Iman MT, Moattari M, Khayyer M, Sharif F, Tabei SZ.
How Iranian Medical Trainees Approach their Responsibilities in
Clinical Settings; A Grounded Theory Research. Iran J Med Sci
2015;40:440‑7.
19. Rassouli M, Zagheri Tafreshi M, Esmaeil M. Challenges in clinical
nursing education in Iran and strategies. Clin Exc 2014;2:11‑22.
20. Fatima N, Hussain M, Afzal M, Amir Gilani M. Nursing students
challenges at educational and clinical environment. Journal of
Health, Medicine and Nursing 2019;62:41‑8.
21. Bvumbwe T, Mtshali N. Nursing education challenges and solutions in Sub Saharan Africa: an integrative review. BMC Nurs
2018;17:3.
22. Andersen P, McAllister M, Kardong‑Edgren S, Miller CW,
Churchouse C. Incivility behaviours exhibited by nursing
students: clinical educators’ perspectives of challenging teaching
and assessment events in clinical practice. Contemp Nurse
2019;55:303‑16.
23. Mak‑Van der Vossen M, van Mook W, van der Burgt S, Kors J,
Ket JC, Croiset G, et al. Descriptors for unprofessional behaviors
of medical students: a systematic review and categorisation. BMC
Med Educ 2017;17:164.
24. Jamshidi N, Molazem Z, Sharif F, Torabizadeh C,
Najafi Kalyani M. The challenges of nursing students in the
clinical learning environment: A qualitative study. Sci. World J.
2016;1846178.
25. El Ansari W. Student nurse satisfaction levels with their
courses: Part II‑effects of academic variables. Nurse Educ Today
2002;22:171‑80.
26. Webster A, Bowron C, Matthew‑Maich N, Patterson P. The effect
of nursing staff on student learning in the clinical setting. Nurs
Stand 2016;30:40‑7.
27. Dube MB, Mlotshwa PR. Factors influencing enrolled nursing
students’ academic performance at a selected private nursing
education institution in KwaZulu‑Natal. Curationis 2018;41:1850.
28. Ye Y, Hu R, Ni Z, Jiang N, Jiang X. Effects of perceived stress and
professional values on clinical performance in practice nursing
students: A structural equation modeling approach. Nurse Educ
Today 2018;71:157‑62.
29. Abdolrahimi M, Ghiyasvandian S, Zakerimoghadam M, Ebadi A.
Antecedents and Consequences of Therapeutic Communication
in Iranian Nursing Students: A Qualitative Research. Nursing
Research and Practice 2017;4823723.