Dadgaran Ideh, Parvizy Soroor, Peyrovi Hamid
Tehran Nursing and Midwifery Faculty, PhD Department, Tehran University of Medical Sciences (TUMS), Tehran, Iran.
Jpn J Nurs Sci. 2013 Jun;10(1):1-9. doi: 10.1111/j.1742-7924.2012.00205.x. Epub 2012 Mar 30.
The aim of this study is description of nursing students' views of sociocultural factors in clinical learning.
A qualitative content analysis was conducted to describe nursing students' views of sociocultural factors in clinical learning. The participants consisted of 21 nursing students. Semi-structured and interactive interviews were used to collect data. All the interviews were recorded and transcribed, and then, they were analyzed using Qualitative Content Analysis and Max Qualitative Data Analysis 2010.
From the transcripts, a remarkable number of primary themes, main themes, and sub-themes emerged. The main themes consisted of elements related to "society and culture", "family", "staff", and "classmates". The themes encompassed a spectrum of facilitators of and impediments to clinical learning.
The findings showed that the administrators of nursing education should coordinate with faculty and staff by adopting interactive and participatory solutions, including the establishment of clinical learning teams and the transformation of hospitals into suitable sociocultural environments for education.
本研究旨在描述护理专业学生对临床学习中社会文化因素的看法。
采用定性内容分析法来描述护理专业学生对临床学习中社会文化因素的看法。参与者包括21名护理专业学生。使用半结构化和互动式访谈收集数据。所有访谈均进行录音和转录，然后使用定性内容分析法和Max定性数据分析2010进行分析。
从转录本中出现了大量的初级主题、主要主题和子主题。主要主题包括与“社会与文化”、“家庭”、“工作人员”和“同学”相关的要素。这些主题涵盖了临床学习的一系列促进因素和阻碍因素。
研究结果表明，护理教育管理者应通过采取互动式和参与式解决方案与教职员工进行协调，包括建立临床学习团队以及将医院转变为适合教育的社会文化环境。
