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Experiences of Iranian Nursing Students Regarding Their Clinical Learning Environment Publisher Pubmed



Aliafsari Mamaghani E1 ; Rahmani A1 ; Hassankhani H1 ; Zamanzadeh V1 ; Campbell S2 ; Fast O3 ; Irajpour A4
Authors
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Authors Affiliations
  1. 1. School of Nursing and Midwifery, Tabriz University of Medical Sciences, Tabriz, Iran
  2. 2. School of Nursing, The University of British Columbia, Vancouver, Canada
  3. 3. Department of Nursing, Mount Royal University, Alberta, Canada
  4. 4. Department of Critical Care Nursing, Isfahan University of Medical Sciences, Isfahan, Iran

Source: Asian Nursing Research Published:2018


Abstract

Purpose: The aim of this study was to explain the experiences of Iranian nursing students regarding their clinical learning environment (CLE). Methods: Twenty-one nursing students participated in this qualitative study. Data were collected using semistructured interviews and analyzed using conventional content analysis. Results: Analysis of interviews identified six categories: educational confusion, absence of evaluation procedures, limited educational opportunities, inappropriate interactions with nursing staff, bullying culture, and discrimination. Systematic and consistent methods were not used in clinical education and evaluation of nursing students. In addition, there were inadequate interactions between nursing students and health-care staff, and most students experienced discrimination and bullying in clinical settings. Conclusion: Findings showed that the CLE of Iranian nursing students may be inadequate for high-level learning and safe and effective teaching. Addressing these challenges will require academic and practice partnerships to examine the systems affecting the CLE, and areas to be addressed are described in the six themes identified. © 2018
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