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Barriers to Practical Learning in the Field: A Qualitative Study of Iranian Nursing Students’ Experiences
BACKGROUND: Clinical training is an integral part of nursing education; however, some studies have shown that it is not always efficient. OBJECTIVES: This study aimed to find out the factors that can impede nursing students’ clinical learning. MATERIALS AND METHODS: In this qualitative study, data w...
Autores principales: | , , , |
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Formato: | Online Artículo Texto |
Lenguaje: | English |
Publicado: |
Kashan University of Medical Sciences
2016
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Materias: | |
Acceso en línea: | https://www.ncbi.nlm.nih.gov/pmc/articles/PMC5002090/ https://www.ncbi.nlm.nih.gov/pubmed/27579332 http://dx.doi.org/10.17795/nmsjournal26920 |
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author | Jahanpour, Faezeh Azodi, Parviz Azodi, Farzan Khansir, Ali Akbar |
author_facet | Jahanpour, Faezeh Azodi, Parviz Azodi, Farzan Khansir, Ali Akbar |
author_sort | Jahanpour, Faezeh |
collection | PubMed |
description | BACKGROUND: Clinical training is an integral part of nursing education; however, some studies have shown that it is not always efficient. OBJECTIVES: This study aimed to find out the factors that can impede nursing students’ clinical learning. MATERIALS AND METHODS: In this qualitative study, data were collected via reflective journal writing. Purposeful sampling was used, and 12 senior nursing students were recruited to the study. The data were analyzed using a content analysis method. RESULTS: Three main categories were derived, including inappropriate communication, ineffective role models, and theory-practice gaps. Students perceived that inappropriate communication between instructors, staff members, and students had the greatest impact on student learning. The competence of clinical instructors and staff is an important factor affecting students’ training. The clinical learning environment does not always integrate theory and practice together. CONCLUSIONS: Nursing students did not experience effective clinical learning. Having expert instructors and supportive communication are important factors in creating a clinical learning environment. |
format | Online Article Text |
id | pubmed-5002090 |
institution | National Center for Biotechnology Information |
language | English |
publishDate | 2016 |
publisher | Kashan University of Medical Sciences |
record_format | MEDLINE/PubMed |
spelling | pubmed-50020902016-08-30 Barriers to Practical Learning in the Field: A Qualitative Study of Iranian Nursing Students’ Experiences Jahanpour, Faezeh Azodi, Parviz Azodi, Farzan Khansir, Ali Akbar Nurs Midwifery Stud Brief Report BACKGROUND: Clinical training is an integral part of nursing education; however, some studies have shown that it is not always efficient. OBJECTIVES: This study aimed to find out the factors that can impede nursing students’ clinical learning. MATERIALS AND METHODS: In this qualitative study, data were collected via reflective journal writing. Purposeful sampling was used, and 12 senior nursing students were recruited to the study. The data were analyzed using a content analysis method. RESULTS: Three main categories were derived, including inappropriate communication, ineffective role models, and theory-practice gaps. Students perceived that inappropriate communication between instructors, staff members, and students had the greatest impact on student learning. The competence of clinical instructors and staff is an important factor affecting students’ training. The clinical learning environment does not always integrate theory and practice together. CONCLUSIONS: Nursing students did not experience effective clinical learning. Having expert instructors and supportive communication are important factors in creating a clinical learning environment. Kashan University of Medical Sciences 2016-05-21 /pmc/articles/PMC5002090/ /pubmed/27579332 http://dx.doi.org/10.17795/nmsjournal26920 Text en Copyright © 2016, Kashan University of Medical Sciences http://creativecommons.org/licenses/by-nc/4.0/ This is an open-access article distributed under the terms of the Creative Commons Attribution-NonCommercial 4.0 International License (http://creativecommons.org/licenses/by-nc/4.0/) which permits copy and redistribute the material just in noncommercial usages, provided the original work is properly cited. |
spellingShingle | Brief Report Jahanpour, Faezeh Azodi, Parviz Azodi, Farzan Khansir, Ali Akbar Barriers to Practical Learning in the Field: A Qualitative Study of Iranian Nursing Students’ Experiences |
title | Barriers to Practical Learning in the Field: A Qualitative Study of Iranian Nursing Students’ Experiences |
title_full | Barriers to Practical Learning in the Field: A Qualitative Study of Iranian Nursing Students’ Experiences |
title_fullStr | Barriers to Practical Learning in the Field: A Qualitative Study of Iranian Nursing Students’ Experiences |
title_full_unstemmed | Barriers to Practical Learning in the Field: A Qualitative Study of Iranian Nursing Students’ Experiences |
title_short | Barriers to Practical Learning in the Field: A Qualitative Study of Iranian Nursing Students’ Experiences |
title_sort | barriers to practical learning in the field: a qualitative study of iranian nursing students’ experiences |
topic | Brief Report |
url | https://www.ncbi.nlm.nih.gov/pmc/articles/PMC5002090/ https://www.ncbi.nlm.nih.gov/pubmed/27579332 http://dx.doi.org/10.17795/nmsjournal26920 |
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