Zardosht Roghayeh, Karimi Moonaghi Hossein, Etezad Razavi Mohammad, Ahmady Soleiman
Department of Operative Room and Anesthetics, Iranian Research Center on Healthy Aging, School of Paramedical, Sabzevar University of Medical Sciences, Sabzevar, Iran.
Nursing and Midwifery Care Research Center, Department of Medical Surgical Nursing, School of Nursing and Midwifery, and Department of Medical Education, School of Medicine, Mashhad University of Medical Sciences, Mashhad, Iran.
J Educ Health Promot. 2020 Mar 31;9:58. doi: 10.4103/jehp.jehp_348_19. eCollection 2020.
Bachelor's program in surgical technology is a major of medical science, in Iran. Learning and adapting to different skills and roles in the operation room environment is a daunting work. The complexity of this environment needs to bring together researchers in this field to work on different aspects. The aim of this qualitative study was comprehensively understanding of clinical teaching process in surgical technology.
The present study was conducted based on the qualitative research design of the grounded theory approach (Corbin and Strauss, 2008). This study was conducted at schools of nursing and paramedical in five academic settings. Study participants in the present study include 14 students, seven educational instructors, six staff of operation room, one dean of faculty, three surgeon assistants, one instructor, and four head nurses of operation room. A semi-structured interview method and a memo were conducted using theoretical and purposive sampling. Constant comparative analysis was used for data analysis.
Findings showed that the nonacceptance of student by surgical team was identified as the main concern of the students. The "gaining clinical competence and approval" was found the central process (strategy) in response to main concern of clinical education, and the "interactive and dynamic nature of the operation room environment" was defined as the context for this major concern. Strategies that students used to address this concern included individual efforts to overcome distrust, learning in the shadow of surgical team members, and seeking help and support of the instructor.
Accepting the students of surgical technology as a member of surgical team creates opportunities for students to learn, gain experience, and enhance their professional qualifications and abilities.
在伊朗，外科技术本科专业属于医学范畴。在手术室环境中学习并适应不同技能和角色是一项艰巨的任务。这种环境的复杂性需要该领域的研究人员共同致力于不同方面的研究。本定性研究的目的是全面了解外科技术的临床教学过程。
本研究基于扎根理论方法的定性研究设计（科尔宾和施特劳斯，2008年）。该研究在五个学术机构的护理与辅助医疗学校进行。本研究的参与者包括14名学生、7名教育指导教师、6名手术室工作人员、1名学院院长、3名外科助理教员、1名教员以及4名手术室护士长。采用理论抽样和目的抽样的方法进行半结构化访谈并撰写备忘录。数据分析采用持续比较分析法。
研究结果表明，学生不被手术团队接受被确定为学生主要关心的问题。“获得临床能力和认可”被发现是应对临床教育主要问题时的核心过程（策略），而“手术室环境的互动性和动态性”被定义为这一主要问题的背景。学生用来解决这一问题的策略包括个人努力克服不信任感、在手术团队成员的指导下学习以及寻求教师的帮助和支持。
将外科技术专业学生接纳为手术团队成员为学生创造了学习、积累经验以及提升专业资质和能力的机会。
