@2024 Afarand., IRAN
ISSN: 2228-5468 Education Strategies in Medical Sciences 2014;6(4):209-215
ISSN: 2228-5468 Education Strategies in Medical Sciences 2014;6(4):209-215
Pathology of the Clinical Education of Medical-Surgical Nursing Courses: A Qualitative Study
ARTICLE INFO
Article Type
Original ResearchAuthors
Tabari F. (1)Ebadi A. ()
Jalalinia S.F. (2)
() Internal Surgery Department, Nursing Faculty, Baqiyatallah University of Medical Sciences, Tehran, Iran
(1) 1Internal Surgery Department, Nursing Faculty, Baqiyatallah University of Medical Sciences, Tehran, Iran
(2) Internal Surgery Department, Nursing & Midwifery Faculty, Tehran University of Medical Sciences, Tehran, Iran
Correspondence
Address: 4th Floor, Nursing Faculty, Velayat Educational Complex, East Second Alley, Beside NEZAJA Logistics and Command, Araj Three Ways, Sahid Langari Ave., Nobonyad Square, Tehran, IranPhone: +982126127237
Fax: +982126127237
ebadi1347@bmsu.ac.ir
Article History
Received: June 17, 2013Accepted: September 5, 2013
ePublished: December 15, 2013
ABSTRACT
Aims
Clinical education is the heart of professional education and the most important part
of nursing education, because scholar was attained sufficient opportunity for practicing of
theoretical learning and professional skills. This research aimed at pathological explanation
of medical-surgical nursing courses.
Materials & Methods This qualitative content analysis was performed during December-March period of 2013 in Nursing & Midwifery School of Tehran University of Medical Sciences. Four faculty members, two clinical supervisors and five final baccalaureate nursing students were participated, who were selected by the purposive sampling method. Interviews were transcribed verbatim with MAXQD, codified and analyzed.
Findings Four main themes were extracted, containing “tutor efficiency”, “munificence”, “educational planning” and “self-sufficiency”. Also, 11 sub categories were extracted, including “sufficient and related course knowledge”, “loyalty”, “clinical experience”, “respect”, “effective communication”, “insufficient support”, “need-based course plan”, “scheduling courses time’s”, “effective monitoring”, “independence” and “role ambiguity”.
Conclusion Officials’ proper planning and increasing abilities of nursing tutors are of the effective factors on clinical education of medical-surgical nursing courses.
Materials & Methods This qualitative content analysis was performed during December-March period of 2013 in Nursing & Midwifery School of Tehran University of Medical Sciences. Four faculty members, two clinical supervisors and five final baccalaureate nursing students were participated, who were selected by the purposive sampling method. Interviews were transcribed verbatim with MAXQD, codified and analyzed.
Findings Four main themes were extracted, containing “tutor efficiency”, “munificence”, “educational planning” and “self-sufficiency”. Also, 11 sub categories were extracted, including “sufficient and related course knowledge”, “loyalty”, “clinical experience”, “respect”, “effective communication”, “insufficient support”, “need-based course plan”, “scheduling courses time’s”, “effective monitoring”, “independence” and “role ambiguity”.
Conclusion Officials’ proper planning and increasing abilities of nursing tutors are of the effective factors on clinical education of medical-surgical nursing courses.
Keywords:
Pathology,
Clinical Education,
Medical-Surgical Nursing,
Content Analysis,
Qualitative Research,
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