Nursing Students’ Experiences of Clinical Education: A Qualitative Study
Objective To comprehend the experiences of nursing students in clinical education.
Methods A qualitative study using conventional content analysis was conducted. Data were collected using focus group interview with 16 nursing students from two public nursing schools of Shiraz and Fasa, Iran. The participants were selected by purposeful sampling. Data analysis accomplished according to conventional content analysis.
Results From this study five categories were emerged: Theory and practice disruption (The inability to use the lessons learned in practice, Routine-oriented work, The difference between theoretical knowledge and clinical training), Shaky communications (Inappropriate behavior, Inadequate support of nurses, instructors and other caregivers), Inadequate planning (Wasting time for students in clinical training, Inadequate preparation of instructors and students), Perceived tension (Stress, Anxiety and Fear), Personal and professional development (Learning more steadily, Paying attention to the spiritual dimension of care, Increasing interest in the profession, More knowledge, greater Self Confidence).
Conclusion. The results of this study showed that nursing students have desirable and undesirable experiences in clinical education in the process of training, which must be addressed with proper planning for reduce the students' problems in the clinical education of future nurses.
How to cite this article: Bazrafkan l, Kalyani MN. Nursing Students' Experiences of Clinical Education: A Qualitative Study. Invest. Educ. Enferm. 2018; 36(2):e04.
(1) Joolaee S, Jafarian Amiri SR, Ashghali Farahani M, Varaei SH. Iranian nursing students' preparedness for clinical training: A qualitative study. Nurse Educ. Today. 2015; 35(10):13-7.
(2) Alavi M, Irajpour A R, Abedi H A. Some Concepts in the Evaluation of Clinical Education: a Qualitative Study on the Experiences of Nursing Students and Clinical Teachers. Strides Dev. Med. Educ. 2007; 4(1):10-8.
(3) Jonsen E, Melender HL, Hilli Y. Finnish and Swedish nursing students’ experiences of their first clinical practice placement - A qualitative study. Nurse Educ. Today. 2013; 33(3):297-302.
(4) Heidari MR, Norouzadeh R. Nursing students’ perspectives on clinical education. J. Adv. Med. Educ. Prof. 2015; 3(1):39-43.
(5) Joolaee S, Farahani MA, Amiri SR, Varaei S. Support in clinical settings as perceived by nursing students in Iran: a qualitative study. Nurs. Midwifery Stud. 2016; 5(1):e31292.
(6) Baraz S, Memarian R, Vanaki Z. Learning challenges of nursing students in clinical environments: A qualitative study in Iran. J. Educ. Health Promot. 2015; 4:52.
(7) Speziale H S, Streubert H J, Carpenter D R. Qualitative Research in Nursing: Advancing the Humanistic Imperative. Baltimore: Lippincott Williams & Wilkins; 2011.
(8) Polit D F, Beck C T. Essentials of Nursing Research: Appraising Evidence for Nursing Practice. Philadelphia: Lippincott Williams & Wilkins; 2013.
(9) Salehiyan M, Armat M. Clinical experiences of nursing students, a qualitative study. J. North Khorasan Univ. Med. Sci. 2009; 1(2):57-63.
(10) Nabolsi M, Zumot A, Wardam L, Abu-Moghli F. The experience of Jordanian nursing students in their clinical practice. Procedia Soc Behav Sci. 2012; 1(46):5849-57.
(11) Saifan A, AbuRuz ME, Masa'deh R. Theory Practice Gaps in Nursing Education: A Qualitative Perspective. J. Soc. Sci. 2015; 11(1):20-9.
(12) Karimi Mooneghi H, Dabbaghi F, Oskouei F, Vehviläinen Julkunen K. Learning style in theoretical courses: Nursing students’ perceptions and experiences. Iran. J. Med. Educ. 2009; (1):41-53.
(13) Valizadeh S, Abedi H, Zamanzadeh V, Fathiazar E. Challengs of nursing student during their study: A qualitative study. Iran. J. Med. Educ. 2008; 7(2) 397-400.
(14) Chan CKL, So WKW, Fong DYT. Hong Kong baccalaureate nursing students' stress and their coping strategies in clinical practice. J. Prof. Nurs. 2009. 25(5):307-13.
(15) Rahimaghaee F, Dehghan Nayeri N, Adib Hajbaghery M. First exposure to clinical practice: An alive experience of female nursing students. Feyz. 2009; 13(2):130-9.
(16) Shen J, Spouse J. Learning to nurse in China-Structural factors influencing professional development in practice setting: a phenomenological study. Nurse Educ. Pract. 2007; 7(5):323-31.
(17) Kermansaravi F, Navidian A, Imani M. Nursing students’ views toward quality of theoretical and clinical nursing education: A qualitative study. J. Med. Educ. Dev. 2013; 7(4):28-40.
(18) Mohebbi Z, Rambod M, Hashemi F, Mohammadi HR, Setoudeh G, Najafi Dolatabad Sh. View point of the nursing students on challenges in clinical training, Shiraz, Iran. Hormozgan Med. J. 2012; 16(5):415-21.
(19) Moridi G, valiee S, khaledi S, Fathi M, Shafiean M, Gharibi F. Clinical Education Stressors from the Perspective of Students of Nursing, Midwifery, and Operating Room: A Study in Kurdistan University of Medical Sciences. Iran.J. Med. Educ. 2012; 11(7):675-84.
(20) Moscaritolo LM. Interventional strategies to decrease nursing student anxiety in the clinical learning environment. J. Nurs. Educ. 2009; 48(1):17-23.
(21) Melincavage SM. Student nurses' experiences of anxiety in the clinical setting. Nurse Educ. Today. 2011; 31(8):785-9.
(22) Edwards D, Burnard P, Bennett K, Hebden U. A longitudinal study of stress and self-esteem in student nurses. Nurse Educ. Today. 2010; 30(1):78-84.
(23) Changiz T, Malekpour A, Zargham-Boroujeni A. Stressors in clinical nursing education in Iran: A systematic review. Iran. J. Nurs. Midwifery Res. 2012; 17(6):399.
(24) O’brien F, Keogh B, Neenan K. Mature students’ experiences of undergraduate nurse education programs: The Irish experience. Nurse Educ. Today. 2009; 29(6): 635-40.
(25) Jonsén E, Melender HL, Hilli Y. Finnish and Swedish nursing students' experiences of their first clinical practice placement—A qualitative study. Nurse Educ. Today. 2013; 33(3):297-302.
(26) Heshmati F, Vanaki Z. Effective clinical instructor: A qualitative study. Iran. J. Nurs. Res. 2009; 4(12):39-53.
(27) Poorghane P, Hosseini M A. The Role of Nursing Staff in Nursing Students' Learning in Clinical Settings. J. Med. Educ. Dev. 2010; 3(4):7-11.
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.