(2018) Experiences of Iranian Nursing Students Regarding Their Clinical Learning Environment. Asian Nursing Research. pp. 216-222. ISSN 1976-1317
Full text not available from this repository.
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. (C) 2018 Korean Society of Nursing Science, Published by Elsevier Korea LLC.
Item Type: | Article |
---|---|
Keywords: | education, nursing iran qualitative research students, nursing qualitative content-analysis nurses stress perceptions views education |
Divisions: | Faculty of Nursing and Midwifery > Department of Critical Care Nursing |
Page Range: | pp. 216-222 |
Journal or Publication Title: | Asian Nursing Research |
Journal Index: | ISI |
Volume: | 12 |
Number: | 3 |
Identification Number: | https://doi.org/10.1016/j.anr.2018.08.005 |
ISSN: | 1976-1317 |
Depositing User: | Zahra Otroj |
URI: | http://eprints.mui.ac.ir/id/eprint/9480 |
Actions (login required)
View Item |