Nursing Department, Faculty of Medical Sciences of Tarbiat Modares University, Tehran, Islamic Republic of Iran.
Nurse Educ Today. 2010 Feb;30(2):163-8. doi: 10.1016/j.nedt.2009.07.010. Epub 2009 Aug 21.
Clinical educators have an important role in the successful completion of a student's clinical education. Clinical educating is a dynamic process that occurs in a variety of socio-cultural contexts. This study was conducted to determine Iranian nursing students and faculty members' perceptions of effective clinical educator characteristics. This study was based on Grounded Theory method. A total of 10 nursing students and clinical educators voluntarily participated in this study. Data was obtained through semi-structured interviews. The analysis was carried out by the Straus and Corbin method. Findings of the study yielded five significant categories. These include (1) personal traits; (2) meta-cognition; (3) making clinical learning enjoyable; (4) being a source of support; (5) being a role model. The core variable "professional approach" in clinical education integrates these categories. The results of the study illustrated that, in an Iranian context, effective clinical educators are those who are in harmony with the spirit of nursing, adopt a reflective approach, make clinical learning enjoyable and provide a patient-centred care. They act as a role model enabling their students to manage their vocational challenges, which are a direct result of the specific socio-cultural conditions of nursing profession in Iran.
临床教育者在学生临床教育的成功完成中起着重要作用。临床教育是一个发生在多种社会文化背景下的动态过程。本研究旨在确定伊朗护理学生和教师对有效临床教育者特征的看法。本研究基于扎根理论方法。共有 10 名护理学生和临床教育者自愿参加了这项研究。通过半结构化访谈获得数据。分析采用了 Straus 和 Corbin 方法。研究结果产生了五个重要类别。这些包括（1）个人特质；（2）元认知；（3）使临床学习变得愉快；（4）成为支持的来源；（5）成为榜样。临床教育中的核心变量“专业方法”整合了这些类别。研究结果表明，在伊朗背景下，有效的临床教育者是那些与护理精神和谐一致、采用反思方法、使临床学习愉快并提供以患者为中心的护理的人。他们充当榜样，使学生能够应对他们在职业上的挑战，这是伊朗护理专业特定社会文化条件的直接结果。
