Heydari Abbas, Yaghoubinia Fariba, Roudsari Robab Latifnejad
1PhD, Associate Professor, Evidence-Based Care Research Centre, Department of Medical-Surgical Nursing, School of Nursing and Midwifery, Mashhad University of Medical Sciences, Mashhad, Iran 2PhD, Assistant Professor, Pregnancy Health Research Center, Zahedan University of Medical Sciences, Zahedan, Iran 3PhD, Associate Professor, Evidence-Based Care Research Centre, Department of Midwifery, School of Nursing and Midwifery, Mashhad University of Medical Sciences, Mashhad, Iran.
J Nurs Res. 2016 Mar;24(1):1-8. doi: 10.1097/jnr.0000000000000091.
The student-educator relationship in nursing is very important to the success of teaching and learning. The perceptions of students and educators of this relationship affect its success. Therefore, it is necessary to better understand this relationship.
The purpose of the current study was to explore Iranian nursing students' and educators' perceptions of student-educator relationship in clinical nursing education.
In this conventional content analysis study, eight Bachelor of Nursing students and 10 clinical nursing educators from nursing and midwifery school in Mashhad (Iran) participated. Purposive sampling was used to select participants. Data were gathered using semistructured interviews. To analyze data, a conventional content analysis approach was used to identify meaning units and their condensation and to make codes and create categories
: Results showed that the multidimensional nature of the student-educator relationship in clinical nursing education consists of (a) dimensions related to the educator, (b) dimensions related to the student, and (c) dimensions of relationship quality. Each of these categories is composed of codes that showed the perception of participants about the nature of relationship.
On the basis of the unique features and attributes regarding relationship perceptions in clinical nursing education identified among the participants of this study, students and educators in Iran should pay greater attention to establishing the relationship as it relates to these attributes.
护理领域中师生关系对教与学的成功至关重要。学生和教育工作者对这种关系的认知会影响其成效。因此，有必要更好地理解这种关系。
本研究旨在探讨伊朗护理专业学生和教育工作者对临床护理教育中师生关系的认知。
在这项传统内容分析研究中，来自伊朗马什哈德护理与助产学校的8名护理学学士学生和10名临床护理教育工作者参与其中。采用目的抽样法选取参与者。通过半结构化访谈收集数据。为分析数据，采用传统内容分析方法来识别意义单元及其浓缩形式，并进行编码和创建类别。
结果表明，临床护理教育中师生关系的多维性质包括：（a）与教育工作者相关的维度；（b）与学生相关的维度；（c）关系质量维度。这些类别中的每一个都由代码组成，这些代码显示了参与者对关系性质的认知。
基于本研究参与者所确定的临床护理教育中关系认知的独特特征和属性，伊朗的学生和教育工作者应更加关注建立与这些属性相关的关系。
