Clinical Education Stressors in Operating Room Students: A Qualitative Study
DOI:
https://doi.org/10.17533/udea.iee.v39n1e08Keywords:
knowledge, communication, learning, students, clinical clerkship, qualitative researchAbstract
Objective. The aim of this study is to explain the stressors of the clinical environment from the perspective of operating room undergraduate students. Methods. The present study is a qualitative study of contractual content analysis type that was conducted in 2019 at Hamadan University of Medical Sciences. In this study, 10 undergraduate operating room students were selected by purposive sampling. Semi-structured interviews were used to collect data. Results. From the analysis of interviews, 4 main categories were extracted as the stressors of operating room students of Hamadan Paramedical School in clinical learning environment: the need to receive support from the clinical environment (Insufficient students’ skills in communicating with staff, Discrimination between paramedical students and residents, and Facilities available for training), lack of practical prerequisite skills (Contradiction between training and performance, and Lack of prerequisite knowledge for clinical practice), poor supportive and communication performance related to the instructor (Insufficient support of the instructor to the students against the medical staff, Evaluation criteria for instructors, and Treatment of instructor with students in presence of others), and psychological needs (Concerns about career prospects, Lack of motivational factors, and Lack of supportive counseling). Conclusion. The results of this study showed that Operating room students are faced with many stressors in the clinical learning environment. All stressors identified in this study affected the students’ learning in the clinical setting. Lack of support for students in the clinical environment, poor practical skills training, poor support and communication performance related to the instructor, and poor psychological support of students are the factors that cause operating room student stress in the clinical environment.
Downloads
References
Sajadi SK. Evaluation of laboratory sciences students’ attitude toward their field of study and future career in Kurdistan University of Medical Sciences. Zanko J. Med. Sci. 2016; 16:52-60.
Poorheidari M, Delvarzian ZM, Yahyaee S, Montazeri AS. Study of the stressful experiences of midwifery students during clinical education in the labor room. Res. Med. Educ. 2018; 9(4):58-66.
Azarabad S, Zaman S S, Nouri B, Valiee S. Frequency, Causes and Reporting Barriers of Nursing Errors in the Operating Room Students. Res. Med. Educ. 2018; 10 (2):18-27.
Jafarzadeh S. Evaluation the Quality of Clinical Education from Perspectives of operating Room Students, in Fasa University 2016. J. Fasa Univ. Med. Sci. 2019; 8(4):1046-55.
Meyer R, Van Schalkwyk SC, Prakaschandra R. The operating room as a clinical learning environment: An exploratory study. Nurse Educ. Pract. 2016; 18(3): 60-72
Chevillotte J. Operating room nursing diploma soon to be accessible through competence validation. Revue de l’infirmiere. 2014; (199):10.
Farzi S, Haghani F, Farzi S. The challenges of nursing procedures training from the perspective of nursing students: A qualitative study. Strides Dev. Med. Educ. 2016; 12(5):745-52.
Chauhan E, Bali A, Singh N, Jaggi AS. Cross stress adaptation: phenomenon of interactions between homotypic and heterotypic stressors. Life Sci. 2015; 137:98-104.
Rudland JR, Wilkinson TJ. When I say ... stress. Med. Educ. 2018; 52(7):692–3.
Geraghty S, Speelman C, Bayes S. Fighting a losing battle: midwives experiences of workplace stress. Women Birth. 2019; 32(3):e297–306.
He FX, Turnbull B, Kirshbaum MN, Phillips B, Klainin-Yobas P. Assessing stress, protective factors and psychological well-being among undergraduate nursing students. Nurse Educ. Today. 2018; 68:4–12.
Sajadi M, Mehrabi F. Relationship between Clinical Environment Stressors and Nursing Students Self-Efficacy in Clinical Performance. J. Nur. Educ. 2019; 8(2):44-50.
Bazrafkan L, Najafi Kalyani M. Nursing Students’ Experiences of Clinical Education: A Qualitative Study. Invest. Educ. Enferm. 2018; 36(2):e04.
Al‐Zayyat A S, Al‐Gamal E. Perceived stress and coping strategies among Jordanian nursing students during clinical practice in psychiatric/mental health courses. Int. J. Ment. health nurs. 2014; 23(4), 326-35.
Mohebbi Noubandegani Z, Rambod M, Hashemi F, Mohammadi H, Najafi Dolatabad S, Setoudeh G. View point of the nursing students on challenges in clinical training, Shiraz, Iran. Hormozgan Medical Journal. 2012;16:415-421.
Khodaei A, Mansourain M, Ganjei S, Asgari H. Strategies for decreasing gap between theory & clinical performance from the viewpoints of nursing students in Tabriz university of medical sciences. Res. Med. Educ. 2016; 8(2):49-59.
Haghani F, Azarbarzin M. Active learning: An approach for reducing theory-practice gap in nursing. 2012. Iran. J. Med. Educ. 2012; 11(9):1179-90.
Saifan A, AbuRuz ME, Masa’deh R. Theory practice gaps in nursing education: A qualitative perspective. J. Soc. Sci. 2015; 11(1):20-29.
Labrague LJ, McEnroe-Petitte DM, Papathanasiou IV, Edet OB, Tsaras K, Leocadio MC, et al. Stress and coping strategies among nursing students: an international study. J. Ment. Health. 2018; 27(5):402–8.
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; 11:675-84.
Arkan B, Ordin Y, Yılmaz D. Undergraduate nursing students’ experience related to their clinical learning environment and factors affecting to their clinical learning process. J. Nurs. Educ. Pract. 2018; 29:127–32.
Pazargadi M, Ashktorab T, Khosravi S. Multi-rater evaluation in the clinical evaluation of nursing students: Instructorsexperiences and viewpoints. J. Qual. Res. Health Sci. 2012; 1:102-11.
Roohi G, Asayesh H. Students’ academic motivation in Golestan university of medical sciences. Iran. J. Med. Educ. 2012; 12:152-9.
Sharifi T, Ebrahim Bay SEB, Najafi Hodk F, Mohammadi A. Relationship between Academic Motivation and Students’ Attitude towards Future Job in the Students of Torbat Heydariyeh University of Medical Sciences (Iran). Qom Univ. Med. Sci. J. 2020; 14:74-84.
Ribeiro JS, Conceição C, Pereira J, Leone C, Mendonça P, Temido M, et al. Health professionals moving to... and from Portugal. Health Policy. 2014; 114:97-108.
Downloads
Published
How to Cite
Issue
Section
License
Copyright (c) 2021 Investigación y Educación en Enfermería
This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License.
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.
