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( Mamaghani Ebrahim Aliafsari ) - Tabriz University of Medical Sciences School of Nursing and Midwifery
( Rahmani Azad ) - Tabriz University of Medical Sciences School of Nursing and Midwifery
( Hassankhani Hadi ) - Tabriz University of Medical Sciences School of Nursing and Midwifery
( Zamanzadeh Vahid ) - Tabriz University of Medical Sciences School of Nursing and Midwifery
( Campbell Suzanne ) - University of British Columbia School of Nursing
( Fast Olive ) - Mount Royal University Department of Nursing
( Irajpour Alireza ) - Isfahan University of Medical Sciences Department of Critical Care Nursing
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Abstract
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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.
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KeyWords
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education, nursing, Iran, qualitative research, students, nursing
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원문 및 링크아웃 정보
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등재저널 정보
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