Attitudes toward Community - based training and internship of Nursing students and professors: a qualitative study
Objective. To explore the attitudes of nursing students and professors towards community-based training and internship in Fasa, Fars, Iran.
Methods. This qualitative study was conducted using the content analysis approach. Data from students and professors were collected through five focal groups and data from patients was collected by using field notes. Interviews were conducted with 17 students and three professors responsible for implementing the study plan; in addition, 800 patient-related field notes were analyzed.
Results. Community-based training and internship were identified as useful from the point of view of students, professors, and clients. Results were classified into two principal categories: "health preservation and promotion" and "promotion of students’ skills".
Conclusion. Attitudes toward the formation and community internship are favorable insofar as it is a highly beneficial experience for students, professors, and patients.
How to cite this article. Fereidouni Z, Hatami M, Jeihooni A, Kashfi H. Attitudes toward Community - based training and internship of Nursing students and professors: a qualitative study. Invest. Educ. Enferm. 2017; 35(2):243-251.
(1) Research and Development Committee, Iranian Ministry of Health, Treatment and Medical Education. The package of change and innovation in medical education. October 1994. P. 1-114.
(2) Ahmady S, Akbari Lakeh M. Exploring the practical themes for medical education social accountability Iran. Gastroenterol. Hepatol. Bed Bench. 2015; 8(1):28-32.
(3) Kulbok PA, Thatcher E, Park E, Meszaros PS. Evolving Public Health Nursing Roles: Focus on Community Participatory Health Promotion and Prevention. Online J. Issues Nurs. 2012 May 31;17(2):1.
(4) Zandee G, Bossenbroek D, Friesen M, Blech K, Engbers R. Effectiveness of Community Health Worker/Nursing Student Teams as a Strategy for Public Health Nursing Education. Public Health Nurs. 2010; 27(3) 277–84.
(5) Kaye D, Mwanika A, BurnhamG, Chang LW, MbalindaSN, Okullo I, et al. The organization and implementation of community-based education programs for health worker training institutions in Uganda. BMC Int. Health Hum. Rights. 2011; 11(Suppl 1):S4.
(6) Dormael MV, Dugas S, Kone Y, Coulibaly S, Sy M, Marchal B, et al. Appropriate training and retention of community doctors in rural areas: a case study from Mali. Hum. Resour. Health. 2008; 6:25.
(7) Frenk J, Chen L, Bhutta ZA, et al. Health professionals for a new century: transforming education to strengthen health systems in an interdependent world. Lancet. 2010; 376(9756):1923-58.
(8) Touré B, Avocksouma DA, Nyoni J, Ahmatii A. Road map for scaling up human resources for health improved service delivery in the African Region 2012-2025. African Health Monitor. 2013 [cited Apr 25, 2017]; (18). Available from: https://www.aho.afro.who.int/en/ahm/issue/18/reports/road-map-scaling-human-resourceshealth-improved-health-service-delivery
(9) Mtshali NG, Gwele N S. Community-based nursing education in South Africa: A grounded-middle range theory. J. Nurs. Educ. Pract. 2016; 6(2):55-67.
(10) Mabuza LH, Diab P, Reid SJ, Ntuli BE, Flack PS, Mpofu R, et al. Communities’ views, attitudes and recommendations on community-based education of undergraduate Health Sciences students in South Africa: A qualitative study. Afr. J. Prim. Health Care Fam. Med. 2013; 5(1):456.
(11) Falavigna A, Canabarro CT, Medeiros CS. Health System and Medical Education in Brazil: History, Principles, and Organization. World Neurosurg. 2013; 80(6):723-7.
(12) Sarrafzadegan N, Alavi M, Rabiei K, et al. Management of an interventional communitybased program based on information resulted from process evaluation: Isfahan healthy heart program. Health Inform. Manag. 2010; 7(3):24- 34. [Persian]
(13) Mtuya C, Cleland CR, Philippin H, Paulo K, Njau B, Makupa WU, et al. Reasons for poor followup of diabetic retinopathy patients after screening in Tanzania: a cross-sectional study. BMC Ophthalmol. 2016; 16:115.
(14) Kemppainen V, Tossavainen K, Turunen H. Nurses’ roles in health promotion practice: an integrative review. Health Promot. Int. 2013; 28(4):490-501.
(15) Phulis-Tsimikas A, Gallo L. Implementing Community-Based Diabetes Programs: The Scripps Whittier Diabetes Institute Experience. Curr. Diab. Rep. 2014; 14(2):462.
(16) Chan BC, Laws RA, Williams AM, Davies GP, Fanaian M, Harris MF. Is there scope for community health nurses to address lifestyle risk factors? The community nursing SNAP trial. BMC Nursing. 2012; 11:4.
(17) Runciman P, Watson H, McIntosh J, Tolson D: Community nurses’ health promotion work with older people. J. Adv. Nurs. 2006; 55(1):46-57.
(18) Smith K, Bazini-Barakat N. A public health nursing practice model: melding public health principles with the nursing process. Public Health Nurs. 2003; 20(1):42-8.
(19) Calleson LM, Seifer SD. Institutional collaboration and competition in community-based education. J. Interprof. Care. 2004; 18(1):63-74.
(20) Magzoub M EMA, Schmidt HG. Causal modelling of community based education. Acad. Med. 1998; 73(7):797-802.
(21). Martin M. Nursing during an era of change: A challenge and opportunity. J. Nurs. Educ. Pract. 2014; 4(1):189-99.
(22) Peters K, McInnes S, Halcomb E. Nursing students’ experiences of clinical placement in community settings: A qualitative study. Collegian. 2015; 22(2):175–81.
(23) Freire P. Pedagogy of the oppressed. London: Bloomsbury Academic; 2000.
(24) Bruning SD, McGrew S, Cooper M. Town-gown relationships: Exploring university-community engagement from the perspective of community members. Public. Relat. Rev. 2006; 32:125–30.
(25) Williams RL, Reid SJ, Myeni C, Pitt L, Solarsh G. Practical skills and valued community outcomes: The next step in community-based education. Med. Educ. 1999; 33(10):730–7.
Derechos de propiedad / Direitos de Propriedade
English: If the article is accepted for publication, all copyright will be of exclusive property of Investigación y Educación en Enfermería. The text and the graphics included in the publication are exclusive responsibility of the authors and not necessarily reflect the thought of the Editorial Committee.
Español: Si el artículo es aprobado para publicación, todos los derechos son de propiedad de Investigación y Educación en Enfermería. El texto y las gráficas incluidas en la publicación son de exclusiva responsabilidad de los autores y no necesariamente refleja el pensamiento del Comité Editorial.
Português: Se o artigo for aceito para publicação, todos os direitos autorais serão de propriedade exclusiva de Investigación y Educación en Enfermería. O texto e os gráficos incluídos na publicação são de responsabilidade exclusiva dos autores e não refletem necessariamente o pensamento do Comitê Editorial.