Ebrahim Aliafsari Mamaghani1, Azad Rahmani2, Hadi Hassankhani1, Vahid Zamanzadeh1, Suzanne Campbell3, Olive Fast4, Alireza Irajpour5. 1. School of Nursing and Midwifery, Tabriz University of Medical Sciences, Tabriz, Iran. 2. School of Nursing and Midwifery, Tabriz University of Medical Sciences, Tabriz, Iran. Electronic address: azad.rahmani@yahoo.com. 3. School of Nursing, The University of British Columbia, Vancouver, Canada. 4. Department of Nursing, Mount Royal University, Alberta, Canada. 5. Department of Critical Care Nursing, Isfahan University of Medical Sciences, Isfahan, Iran.
Abstract
PURPOSE: The aim of this study was to explain the experiences of Iranian nursing students regarding their clinical learning environment (CLE). METHODS: Twenty-one nursing students participated in this qualitative study. Data were collected using semistructured interviews and analyzed using conventional content analysis. RESULTS: Analysis of interviews identified six categories: educational confusion, absence of evaluation procedures, limited educational opportunities, inappropriate interactions with nursing staff, bullying culture, and discrimination. Systematic and consistent methods were not used in clinical education and evaluation of nursing students. In addition, there were inadequate interactions between nursing students and health-care staff, and most students experienced discrimination and bullying in clinical settings. CONCLUSION: Findings showed that the CLE of Iranian nursing students may be inadequate for high-level learning and safe and effective teaching. Addressing these challenges will require academic and practice partnerships to examine the systems affecting the CLE, and areas to be addressed are described in the six themes identified.
PURPOSE: The aim of this study was to explain the experiences of Iranian nursing students regarding their clinical learning environment (CLE). METHODS: Twenty-one nursing students participated in this qualitative study. Data were collected using semistructured interviews and analyzed using conventional content analysis. RESULTS: Analysis of interviews identified six categories: educational confusion, absence of evaluation procedures, limited educational opportunities, inappropriate interactions with nursing staff, bullying culture, and discrimination. Systematic and consistent methods were not used in clinical education and evaluation of nursing students. In addition, there were inadequate interactions between nursing students and health-care staff, and most students experienced discrimination and bullying in clinical settings. CONCLUSION: Findings showed that the CLE of Iranian nursing students may be inadequate for high-level learning and safe and effective teaching. Addressing these challenges will require academic and practice partnerships to examine the systems affecting the CLE, and areas to be addressed are described in the six themes identified.
Authors: Mei-Hsin Lai; Chyn-Yuan Tzeng; Yeu-Hui Chuang; Pi-Chen Chang; Min-Huey Chung Journal: Int J Environ Res Public Health Date: 2022-06-18 Impact factor: 4.614
Authors: Gul Sahin Karaduman; Gizem Kubat Bakir; Maria Margarida Santana Fialho Sim-Sim; Tulay Basak; Sonay Goktas; Aelita Skarbalienė; Indrė Brasaitė-Abromė; Manuel José Lopes Journal: Rev Lat Am Enfermagem Date: 2022-07-08