Baraz Shahram, Memarian Robabeh, Vanaki Zohreh
Department of Nursing, School of Medical Sciences, Tarbiat Modares University, Tehran, Iran.
J Educ Health Promot. 2015 Aug 6;4:52. doi: 10.4103/2277-9531.162345. eCollection 2015.
Clinical learning environment is a complex social entity. This environment is effective on the learning process of nursing students in the clinical area. However, learning in clinical environment has several benefits, but it can be challenging, unpredictable, stressful, and constantly changing. In attention to clinical experiences and factors contributing to the learning of these experiences can waste a great deal of time and energy, impose heavy financial burden on educational systems, cause mental, familial and educational problems for students, and compromise the quality of patient care. Therefore, this study was carried out with the goal of determining the learning challenges of nursing students in clinical environments in Iran.
In this qualitative study carried out in 2012-2013, 18 undergraduate nursing students were selected by using purposive sampling method from the Faculty of Nursing and Midwifery of Tehran and Shahid Beheshti Universities. Semi-structured interviews were used to collect data. The content analysis method was used to determine relevant themes.
Two themes were derived from the data analysis, which represented the students' clinical learning challenges. These two themes included insufficient qualification of nursing instructors and unsupportive learning environment.
Identification of the students' clinical learning challenges and actions to remove or modify them will create more learning opportunities for the students, improve the achievement of educational goals, provide training to nursing students with the needed competencies to meet the complex demands of caring and for application of theories in practice, and improve the quality of healthcare services.
临床学习环境是一个复杂的社会实体。这种环境对护理专业学生在临床领域的学习过程有影响。然而，在临床环境中学习有诸多益处，但也可能具有挑战性、不可预测性、压力大且不断变化。关注临床经验以及促成这些经验学习的因素可能会浪费大量时间和精力，给教育系统带来沉重经济负担，给学生造成心理、家庭和教育问题，并损害患者护理质量。因此，本研究旨在确定伊朗护理专业学生在临床环境中的学习挑战。
在这项于2012 - 2013年开展的定性研究中，采用目的抽样法从德黑兰大学和沙希德·贝赫什提大学护理与助产学院选取了18名本科护理专业学生。使用半结构化访谈收集数据。采用内容分析法确定相关主题。
数据分析得出两个主题，代表了学生的临床学习挑战。这两个主题包括护理教师资质不足和学习环境缺乏支持。
识别学生的临床学习挑战并采取行动消除或改善这些挑战，将为学生创造更多学习机会，提高教育目标的达成度，为护理专业学生提供所需能力培训，以满足护理复杂需求并将理论应用于实践，同时提高医疗服务质量。
