伊朗护理专业学生对其临床学习环境的体验
Experiences of Iranian Nursing Students Regarding Their Clinical Learning Environment.
作者信息
Aliafsari Mamaghani Ebrahim, Rahmani Azad, Hassankhani Hadi, Zamanzadeh Vahid, Campbell Suzanne, Fast Olive, Irajpour Alireza
机构信息
School of Nursing and Midwifery, Tabriz University of Medical Sciences, Tabriz, Iran.
School of Nursing and Midwifery, Tabriz University of Medical Sciences, Tabriz, Iran.
出版信息
Asian Nurs Res (Korean Soc Nurs Sci). 2018 Sep;12(3):216-222. doi: 10.1016/j.anr.2018.08.005. Epub 2018 Aug 28.
PURPOSE
The aim of this study was to explain the experiences of Iranian nursing students regarding their clinical learning environment (CLE).
METHODS
Twenty-one nursing students participated in this qualitative study. Data were collected using semistructured interviews and analyzed using conventional content analysis.
RESULTS
Analysis of interviews identified six categories: educational confusion, absence of evaluation procedures, limited educational opportunities, inappropriate interactions with nursing staff, bullying culture, and discrimination. Systematic and consistent methods were not used in clinical education and evaluation of nursing students. In addition, there were inadequate interactions between nursing students and health-care staff, and most students experienced discrimination and bullying in clinical settings.
CONCLUSION
Findings showed that the CLE of Iranian nursing students may be inadequate for high-level learning and safe and effective teaching. Addressing these challenges will require academic and practice partnerships to examine the systems affecting the CLE, and areas to be addressed are described in the six themes identified.
目的
本研究旨在阐释伊朗护理专业学生在临床学习环境（CLE）方面的经历。
方法
21名护理专业学生参与了这项定性研究。通过半结构化访谈收集数据，并采用传统内容分析法进行分析。
结果
访谈分析确定了六个类别：教育困惑、缺乏评估程序、教育机会有限、与护理人员的互动不当、欺凌文化和歧视。在护理专业学生的临床教育和评估中未采用系统且一致的方法。此外，护理专业学生与医护人员之间的互动不足，并且大多数学生在临床环境中遭受歧视和欺凌。
结论
研究结果表明，伊朗护理专业学生的临床学习环境可能不足以支持高水平学习以及安全有效的教学。应对这些挑战需要学术和实践伙伴关系来审视影响临床学习环境的系统，并且在已确定的六个主题中描述了需要解决的领域。
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