Ideh Dadgaran1, Soroor Parvizy, Hamid Peyrovi. 1. Tehran Nursing and Midwifery Faculty, PhD Department, Tehran University of Medical Sciences (TUMS), Tehran, Iran.
Abstract
AIM: The aim of this study is description of nursing students' views of sociocultural factors in clinical learning. METHODS: A qualitative content analysis was conducted to describe nursing students' views of sociocultural factors in clinical learning. The participants consisted of 21 nursing students. Semi-structured and interactive interviews were used to collect data. All the interviews were recorded and transcribed, and then, they were analyzed using Qualitative Content Analysis and Max Qualitative Data Analysis 2010. RESULTS: From the transcripts, a remarkable number of primary themes, main themes, and sub-themes emerged. The main themes consisted of elements related to "society and culture", "family", "staff", and "classmates". The themes encompassed a spectrum of facilitators of and impediments to clinical learning. CONCLUSION: The findings showed that the administrators of nursing education should coordinate with faculty and staff by adopting interactive and participatory solutions, including the establishment of clinical learning teams and the transformation of hospitals into suitable sociocultural environments for education.
AIM: The aim of this study is description of nursing students' views of sociocultural factors in clinical learning. METHODS: A qualitative content analysis was conducted to describe nursing students' views of sociocultural factors in clinical learning. The participants consisted of 21 nursing students. Semi-structured and interactive interviews were used to collect data. All the interviews were recorded and transcribed, and then, they were analyzed using Qualitative Content Analysis and Max Qualitative Data Analysis 2010. RESULTS: From the transcripts, a remarkable number of primary themes, main themes, and sub-themes emerged. The main themes consisted of elements related to "society and culture", "family", "staff", and "classmates". The themes encompassed a spectrum of facilitators of and impediments to clinical learning. CONCLUSION: The findings showed that the administrators of nursing education should coordinate with faculty and staff by adopting interactive and participatory solutions, including the establishment of clinical learning teams and the transformation of hospitals into suitable sociocultural environments for education.