Zardosht Roghayeh, Moonaghi Hossein Karimi, Razavi Mohammad Etezad, Ahmady Soleiman
Ph.D. Candidate of Nursing, Student Research Committee, School of Nursing and Midwifery, Mashhad University of Medical Sciences, Mashhad, Iran.
Ph.D. of Nursing Education, Professor, Evidence-Based Caring Research Center, Department of Medical-Surgical Nursing, School of Nursing and Midwifery, Department of Medical Education, School of Medicine, Mashhad University of Medical Sciences, Mashhad, Iran.
Electron Physician. 2018 Feb 25;10(2):6406-6416. doi: 10.19082/6406. eCollection 2018 Feb.
Clinical education is an integral part of the surgical technology curriculum, in which students combine and integrate knowledge, skills, attitudes, values and philosophies of the profession. It is difficult to learn and adapt to different types of skills and roles in the operating room environment.
This qualitative study examines the difference between the clinical education of Surgical Technology and other clinical settings, and the challenges faced by students in the field, within the course.
This was a qualitative content analysis study conducted in 2016. The participants in this study were 16 baccalaureate surgical technology students of the University for Medical Sciences in Khorasan Razavi province. A semi-structured interview method was run to collect the required data. The sampling was initially purposive, then in the snowball method which continued until data saturation. All interviews were recorded, then transcribed, and analyzed using a continuous comparative method and conventional qualitative content analysis method.
From the deep and rich descriptions of the participants, three themes including "stressful environment", "controversy between anticipation of role and reality", and "humiliating experiences" as well as a general theme of "bitter education" were obtained.
Students' orientation before attending the operating room, accompanying, supporting, and a full-time attendance of the specialist instructor, strengthening the prerequisite knowledge and skills for the students in this field, teaching ethics, and professional interactions, play an important role in the student's acceptance of the operating room, in the surgery team and the improvement of the quality of clinical education of these students.
临床教育是外科技术课程的一个组成部分，学生在其中融合并整合该专业的知识、技能、态度、价值观和理念。在手术室环境中学习并适应不同类型的技能和角色是困难的。
这项定性研究考察了外科技术临床教育与其他临床环境之间的差异，以及该领域学生在课程中所面临的挑战。
这是一项于2016年进行的定性内容分析研究。本研究的参与者是呼罗珊拉扎维省医科大学的16名护理学学士外科技术专业学生。采用半结构化访谈方法收集所需数据。抽样最初是目的抽样，然后采用滚雪球抽样法，持续进行直到数据饱和。所有访谈都进行了录音，然后转录，并使用持续比较法和传统定性内容分析法进行分析。
从参与者深入且丰富的描述中，得出了三个主题，即“压力环境”“角色期望与现实之间的矛盾”“屈辱经历”，以及一个总体主题“痛苦的教育”。
学生进入手术室前的培训、专人指导教师的陪伴、支持和全程参与、强化该领域学生的先决知识和技能、教授职业道德和专业互动，对于学生融入手术室、手术团队以及提高这些学生的临床教育质量起着重要作用。
