伊朗护理专业学生的护理经历。
Iranian nursing students' experiences of nursing.
作者信息
Motlagh Farzaneh Gholami, Karimi Mahboubeh, Hasanpour Marzieh
机构信息
School of Nursing and Midwifery, Isfahan University of Medical Sciences, Isfahan, Iran.
出版信息
Iran J Nurs Midwifery Res. 2012 Feb;17(2 Suppl 1):S107-14.
BACKGROUND
The negative attitudes and behaviors of Iranian nursing students impede learning and threaten their progression and retention in nursing programs. The need to understand students' perception and experiences of nursing provide knowledge about effectiveness of nursing education program as well as their professional identity. The purpose of this study was to discover experiences of nursing students.
MATERIALS AND METHODS
In a descriptive, exploratory and qualitative study, twelve senior nursing students of Isfahan University of Medical Sciences (School of Nursing and Midwifery) were participated. Data was collected via unstructured in-depth interview, and thematic analysis method was used for analyzing the data.
FINDINGS
The findings from this study revealed that the nursing students in Iran experienced altered experiences during their education program as positive and negative. Two major themes were constructed from the thematic analysis of the transcripts: professional dimensions and professional conflicts.
CONCLUSIONS
Regarding the findings, positive experiences of students have leaded them to acceptance and satisfaction of nursing and negative experiences to rejection and hating of nursing and lack of adaptation with their professional roles. Therefore, it is recommended that revision and improvement in nursing education program is essential to facilitate positive experiences and remove negative experiences of nursing student's educational environment.
背景
伊朗护理专业学生的消极态度和行为阻碍了学习，并威胁到他们在护理课程中的进步和留存率。了解学生对护理的认知和经历有助于掌握护理教育项目的有效性以及他们的职业认同感。本研究的目的是探寻护理专业学生的经历。
材料与方法
在一项描述性、探索性的定性研究中，来自伊斯法罕医科大学（护理与助产学院）的12名高年级护理专业学生参与其中。通过非结构化深度访谈收集数据，并采用主题分析法对数据进行分析。
研究结果
本研究结果显示，伊朗护理专业学生在其教育项目期间经历了积极和消极的不同体验。通过对访谈记录的主题分析构建了两个主要主题：专业维度和专业冲突。
结论
基于研究结果，学生的积极体验使他们接受并满意护理专业，而消极体验则导致他们排斥和厌恶护理专业，且无法适应其职业角色。因此，建议对护理教育项目进行修订和改进，以促进积极体验，消除护理专业学生教育环境中的消极体验。
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