Faculty of Nursing and Midwifery, Ardabil University of Medical Sciences, Ardabil, Iran.
Nurse Educ Today. 2011 Jul;31(5):477-81. doi: 10.1016/j.nedt.2010.09.003. Epub 2010 Oct 20.
Clinical education is an indispensible part of the nursing education. Clinical nurses play an important role in this teaching learning process. The quality and quantity of student-nurse interactions in the clinical area can either facilitate or hamper students' learning. The rationale of this research was to probe into staff nurses' attitudes toward nursing students within the context of clinical education in Iran. The nursing literature seems wanting in issues related to staff nurses' attitudes toward nursing students. Thus, we draw on Peplau's interpersonal relations in nursing to address staff-student relationship. That is, the nursing student was taken as the client.
A descriptive cross-sectional design was selected for this study. The entire staff nurses of Medical and Surgical units (n=82) employed at Dr Fatemi and Imam Khomeini hospitals of Ardabil medical sciences university were selected. Stagg's questionnaire and a demographic tool were used to gather data. Attitudes were measured using a five-point Likert scale. Attitudes of staff nurses were inspected using cross tabulations and frequencies.
The results demonstrated that attitude scores toward nursing students were low and moderate. Some nurses (45.71%) believed that working with students is pleasant and most (98.57%) have thought that staff should have a good relationship with nursing students. Furthermore, staff nurses pointed out that the there is a need to overhaul the educational system of nursing students (94.3%), that nursing students do not acquire the sufficient clinical skill (67.14%), and that the students are not prepared enough for the clinical task (51.43%).
According to the results of the staffs' feelings on the relationship between nurse and student, it seems that nurses should cultivate an atmosphere which ends to empathy, assurance and sincerity of nursing students.
临床教育是护理教育不可或缺的一部分。临床护士在这个教学学习过程中起着重要的作用。临床环境中学生与护士的互动的质量和数量既可以促进也可以阻碍学生的学习。本研究的目的是探讨伊朗临床教育背景下护士对护生的态度。护理文献似乎缺乏与护士对护生的态度有关的问题。因此，我们借鉴 Peplau 的护理人际关系理论来解决护士与学生的关系。也就是说，将护理学生视为客户。
本研究采用描述性横断面设计。阿得比尔医科大学法特米和伊玛目霍梅尼医院的内科和外科病房的所有护士（n=82）均被选为研究对象。使用 Stagg 的问卷和人口统计学工具收集数据。使用五点 Likert 量表测量态度。通过交叉表和频率检查来检查护士的态度。
结果表明，对护理学生的态度评分较低且处于中等水平。有些护士（45.71%）认为与学生一起工作很愉快，大多数（98.57%）认为护士应该与护理学生建立良好的关系。此外，护士指出需要彻底改革护理学生的教育系统（94.3%）、护理学生没有获得足够的临床技能（67.14%）以及学生对临床任务准备不足（51.43%）。
根据护士对护士与学生关系的感受的结果，似乎护士应该营造一种有利于护生同理心、安心和真诚的氛围。
