Nikbakht Nasrabadi Alireza, Ebadi Abbas, Fallahi-Khoshknab Masoud, Najafi-Mehri Soheil, Yaghmaei Farideh, Alhani Fatemeh, Shali Mahboubeh
Department of Medical Surgical Nursing, School of Nursing and Midwifery, Tehran University of Medical Sciences, Tehran, Iran.
Department of Nursing, Behavioral Sciences Research Center, Life Style Institute, Baqiyatallah University of Medical Sciences, Tehran, Iran.
J Educ Health Promot. 2024 Jul 5;13:192. doi: 10.4103/jehp.jehp_71_23. eCollection 2024.
Nursing education faces many challenges that must be identified and removed to improve nursing education and promote the quality of nursing care. Identifying the challenges of nursing education helps to solve or correct the weaknesses and achieve educational goals, which ultimately help to train skilled professionals capable of providing higher quality care to patients. The present study was conducted with the aim of explaining the experiences of nursing tutors in regard to the process of challenge formation in nursing education in Iran.
This is a qualitative study with a grounded theory approach that was conducted in two stages. In the first stage, which took about 9 months, 18 experienced nursing tutors with managerial positions were selected by purposeful sampling from universities across the country. Data were collected through semi-structured interviews, field notes, observation, and memos. Data analysis was done by Corbin and Strauss method through MAXQDA software version 10. In the next step, using the method of Walker and Avant (2011), concepts and statements were gathered within a whole and a model was presented.
Twelve male university tutors and six female tutors participated in this study. The mean age of the participants was 45.38 ± 2.1 years, and their mean work experience was 18.66 ± 3.8 years. The findings showed that the challenges of nursing education could be categorized into three categories (defective educational cycle, efforts to restore the educational structure, and learning is a member of educational family), and 12 subcategories. After analyzing the data, trying to provide a need-based education was determined to be the central theme of this study. The components of model developed in this study were presented in the three axes of improving the tutor's teaching skills, managing the situation and educational facilities, and facilitating student's participation in the education process and decision-making.
Identifying barriers and facilitators of need-based education in health policy making can enable nurses to build a better future for their nursing position. To provide need-based education, it is necessary to create a suitable ground and platform for proper education. Such platform and ground are a necessity of educational, therapeutic, and community environments. To achieve this goal, it is recommended to improve the professional capabilities of tutors and support educational organizations.
护理教育面临诸多挑战，必须加以识别和消除，以改善护理教育并提升护理质量。识别护理教育的挑战有助于解决或纠正其薄弱环节并实现教育目标，最终有助于培养能够为患者提供更高质量护理的专业技术人员。本研究旨在阐释伊朗护理教育导师在护理教育挑战形成过程中的经历。
这是一项采用扎根理论方法的定性研究，分两个阶段进行。在第一阶段，耗时约9个月，通过目的抽样从全国各大学选取了18名担任管理职务的经验丰富的护理教育导师。通过半结构化访谈、实地记录、观察和备忘录收集数据。使用Corbin和Strauss方法通过MAXQDA 10版本软件进行数据分析。下一步，采用Walker和Avant（2011年）的方法，将概念和陈述整合在一起并呈现出一个模型。
12名男性大学导师和6名女性导师参与了本研究。参与者的平均年龄为45.38±2.1岁，平均工作经验为18.66±3.8年。研究结果表明，护理教育的挑战可分为三类（教育周期存在缺陷、恢复教育结构的努力以及学习是教育大家庭的一员）和12个子类别。数据分析后，确定努力提供基于需求的教育是本研究的核心主题。本研究构建的模型组成部分体现在提升导师教学技能、管理情况和教育设施以及促进学生参与教育过程和决策这三个轴向上。
在卫生政策制定中识别基于需求的教育的障碍和促进因素，能够使护士为其护理岗位创造更美好的未来。要提供基于需求的教育，有必要为适当的教育创造合适的环境和平台。这样的平台和环境是教育、治疗和社区环境所必需的。为实现这一目标，建议提升导师的专业能力并支持教育机构。
