The Role of Students with Practical Nursing Diplomas in the Process of Undergraduate Nursing Education: A Qualitative Study
Abstract
Background: Awareness of the experiences of students and educators in the educational process plays an important role in facilitating and improving this process. This study aimed to explain and investigate the experiences of nursing educators and students about the presence of students with practical nursing diplomas in the process of undergraduate education.
Materials and Methods: In this qualitative study conducted from 2016 to 2018, which adopted a content analysis approach, 24 nursing students and educators of Lorestan University of Medical Sciences were selected using the purposive sampling method and were interviewed in depth. The data were manually recorded and analyzed using the Graneheim and Lundman method.
Results: The three main themes of “from contrast to alignment with professional competence,” “peaceful coexistence in the educational process,” and “reflection of the perceived reality of the clinical environment,” along with six categories and 30 subcategories were extracted from the interviews.
Conclusions: It seems that monitoring and managing undergraduate courses more thoroughly, as well as raising the awareness of educators about the positive and negative dimensions of the presence of nursing students with practical nursing diplomas in undergraduate nursing courses can make it possible to optimize and improve students' learning process.
Keywords
Full Text:
PDFReferences
Heidari HM, Kamran A, Mohammadi R, Hosseinabadi R. Nursing student experiences from mentornship program: A qualitative study. Res Healt Sys 2013;8:438 48.
Azadian M, Momen Nasab M. Nursing students’ perception of professional challenges: A qualitative study. J Med Educ Develop 2016;10:12 25.
Yang CI, Chao SY. Clinical nursing instructors’ perceived challenges in clinical teaching. J Nurs Sci 2018;15:50 5.
Savari K. The causative relationship between educational interactions with educational satisfaction via educational self regulatory mediation. Psych Achiev2016;22:171 88.
Nekavand M, Jafari P, Arasteh H. The role of teaching learning environment on student engagement in medical science students. Med Sci 2018;28:58 65.
Mckenna L, French J. A step ahead: Teaching undergraduate students to be peer teachers. Nurs Edu Prac 2011;11:141 5.
Carey M C, Kent B, Latour JM. The role of peer assisted learning in enhancing the learning of undergraduate nursing students in clinical practice: A qualitative systematic review protocol. JBI Database System Rev Implement Rep 2016;14:117 23.
Hughes LC, Kosowski MM, Grams K, Wilson C. Caring interactions among nursing students: A descriptive comparison of 2 associate degree nursing programs. Nurs Outlook 1998;46:176 81.
Raiesifar A, Firouzkouhi M, Fooladi M, Parvizy S. Sociopolitical development of the nursing profession in Iran: A historical review. J Med Ethic Hist Med 2016;9:1 10.
Nouhi S, Hoseini M, Rokhsarizadeh H, Saburi A, Alishiri G. Progress motivation among Baqiyatallah university of medical sciences students and its relationship with academic achievement. J Mil Med 2012;14:200 4.
Christiansen A, Bell A. Peer learning partnerships: Exploring the experience of pre registration nursing students. J Clinic Nurs 2010;19:803 10.
Essa RM, Al Battawi JI, Abd E Salam El demerdash DA, Ahmed HAE. Effect of application of peer learning strategy on obstetric and gynecological nursing students’ clinical performance. J Nurs Educ Pract 2018;8:144 54.
Polit DF, Beck ChT. Nursing Research: Generating and Assessing Evidence for Nursing Practice. 9th ed. Philadelphia: Lippincott Williams & Wilkins; 2012.
Graneheim UH, Lundman B. Qualitative content analysis in nursing research: Concepts, procedures and measures to achieve trustworthiness. Nurs Educ Today 2004;24:105 12.
Nelwati, Lim Abdullah K, Chan CM. A systematic review of qualitative studies exploring peer learning experiences of undergraduate nursing students. Nurs Educ Today 2018;71:185 92.
Saarikoski M, Kaila P, Lambrinou E, Cañaveras RMP, Tichelaar E, Tomietto M, et al. Students’ experiences of cooperation with nurse teacher during their clinical placements: An empirical study in a Western European context. Nurs Educ Pract 2013;13:78 82.
Baldwin A, Mills J, Birks M, Budden L. Role modeling in undergraduate nursing education: An integrative literature review. Nurs Educ Today 2014;34:18 26.
Barzegar F, Paryad E, Jefroudi S, Kazem Nezhad Leyli E, Ghanbari Khanghah A. Nursing students’ viewpoints: Effect of hidden curriculum on learning. J Holist Nurs Midwifery 2018;28:26 3.
Jahanpour F, Sedighi Z, Azodi P. Assessing nurses knowledge, attitude and practice about professional legal. Quart J Nurs Manag 2013;1:54 60.
Mohammadipour M, Hasanvand Sh, Goudarzi F, Ebrahimzadeh F, Pournia Y. The level and frequency of faculty incivility as perceived by nursing students of Lorestan University of Medical Sciences. J Med Life 2108;11:334 42.
Rad M, Moonaghi HK. Strategies for managing nursing students’incivility as experienced by nursing educators: A qualitative study. J Care Sci 2016;5:23.
Afrazandeh SS, Mirzaei T, Pouraboli B, Sabzevari S. Educational justice and educational citizenship behavior from perspective of nursing students. Med Ethics J 2016;10:117 40.
Borhani F, Abbaszade A, Sabzevari S. Try for educational equity: Clinical evaluation process in nursing students, A Grounded theory study. Bioethic J 2013;3:32 63.
Shirey MR. Stress and burnout in nursing faculty. Nurs Educ 2006;31:95 7.
Annette JJ. Nurse Faculty Job Satisfaction: Development and Evaluation of the Nurse Educator Satisfaction Index. Doctorate of Nursing Science Dissertations. 2016. Paper 3.
Ghuasvandian S, Nikbakht nasrabadi A, Mohanmmadpour A, Abbasi M, Javadi M. Iranian nursing students’ perspectives of educational equity. Act Med Iran 2014;52:935 42.
Valizadeh L, Zamanzadeh V, Jasemi M, Taleghani F, Keoch B, Spade CM. Going beyond the routines view in nursing: A qualitative study. J Care Sci 2015;4:25 34.
Toufic EL Hussein M, Osuji J. Bridging the theory practice dichotomy in nursing: The role of nurse educators. J Nurs Educ Pract 2017;7:20 5.
Abu Salah A, Aljerjawy M, Salama A. Gap between theory and practice in the nursing education: The role of clinical setting. OJ Nurs Health Care 2018;7:1 6.
Mahmoud Mh. Practical learning and theory practice gap as perceived by nursing students. Int J Curr Res 2014;6:50
Refbacks
- There are currently no refbacks.