Iranian undergraduate nursing student perceptions of informal learning: A qualitative research

Khatereh Seylani, Reza Negarandeh, Easa Mohammadi


Background: Nursing education is both formal and informal. Formal education represents only a small part of all the learning involved; and many students learn more effectively through informal processes. There is little information about nursing student informal education and how it affects their character and practice.

Materials and Methods: This qualitative study explores undergraduate nursing student perceptions of informal learning during nursing studies. Data were gathered through semi-structured interviews with a sample of undergraduate nursing students (n = 14). Strauss and Corbin’s constant comparison analysis approach was used for data analysis.

Results: The categories that emerged included personal maturity and emotional development, social development, closeness to God, alterations in value systems, and ethical and professional commitment.

Conclusion: Findings reveal that nursing education could take advantage of informal learning opportunities to develop students' nontechnical skills and produce more competent students. Implications for nursing education are discussed.

KEY WORDS: Informal learning, personal growth, qualitative study, undergraduate nursing education

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