Heshmati Nabavi Fatemeh, Vanaki Zohreh, Mohammadi Eesa, Yazdani Shahram
Nursing Management Department, School of Nursing and Midwifery, Mashhad University of Medical Sciences, Mashhad, Iran.
Departments of Nursing, Faculty of Medical Sciences, Tarbiat Modares University, Tehran, Iran.
J Adv Med Educ Prof. 2017 Jul;5(3):124-133.
Governments and professional organizations have called for new partnerships between health care providers and academics to improve clinical education for the benefit of both students and patients. To develop a substantive grounded theory on the process of forming academic-service partnerships in implementing clinical education, from the perspective of academic and clinical nursing staff members and managers working in Iranian settings.
The participants included 15 hospital nurses, nurse managers, nurse educators, and educational managers from two central universities and clinical settings from 2009 to 2012. Data were collected through 30 in-depth, semi-structure interviews with the individual participants and then analyzed using the methodology of Strauss and Corbin's grounded theory.
Utilizing "balancing power" as the core variable enabled us to integrate the concepts concerning the partnership processes between clinical and educational institutes. Three distinct and significant categories emerged to explain the process of partnership: 1) divergence, 2) conflict between educational and caring functions, and 3) creation of balance between educational and caring functions.
In implementing clinical education, partnerships have been formed within a challenging context in Iran. Conflict between clinical and educational functions was the main concern of both sides of the partnership in forming a collaborative relationship, with our findings emphasizing the importance of nursing educators' role in the establishment of partnership programs.
政府和专业组织呼吁医疗服务提供者与学术界建立新的伙伴关系，以改善临床教育，造福学生和患者。从伊朗学术和临床护理人员及管理人员的角度出发，就实施临床教育过程中形成学术 - 服务伙伴关系的过程，构建一个实质性的扎根理论。
参与者包括来自两所中央大学和临床机构的15名医院护士、护士长、护理教育工作者和教育管理人员，研究时间为2009年至2012年。通过对个体参与者进行30次深入的半结构化访谈收集数据，然后使用施特劳斯和科尔宾的扎根理论方法进行分析。
以“平衡权力”作为核心变量，使我们能够整合有关临床和教育机构之间伙伴关系过程的概念。出现了三个不同且重要的类别来解释伙伴关系的过程：1）分歧，2）教育功能与护理功能之间的冲突，3）教育功能与护理功能之间的平衡创造。
在伊朗实施临床教育时，伙伴关系是在具有挑战性的背景下形成的。临床与教育功能之间的冲突是伙伴关系双方在建立合作关系时的主要关注点，我们的研究结果强调了护理教育工作者在建立伙伴关系项目中的作用的重要性。
