Effective Characteristics of Iranian Nursing Students in Their Relationship with Clinical Nurses

Abstract

Introduction: The purpose of this study was to explore the characteristics of undergraduate nursing students, which may determine the nature of their relationship with clinical nurses. Relationships between nursing students and clinical nurses are critical to maximize student learning outcomes and produce skilled graduates for the future health workforce. Methods: This qualitative content analysis study was conducted from January to August 2016. Twenty nine semi-structured in-depth interviews were conducted with 20 undergraduate nursing students in Tabriz nursing and midwifery faculty. Interviews were recorded and transcribed verbatim (in Persian), and analyzed using conventional content analysis to identify themes. Results: Four key themes emerged: educational factors (cognitive knowledge and practical skills, and learning motivation); communication skills; perceived support (perceived support from nurses and educators); and psychological state (fear of the relationship and self-confidence). Self-confidence is an emphasized concept in nursing students' willingness and ability to relate with clinical nurses. Conclusion: The results of the study showed that educational, communicative and psychological factors are important determinants of student communication with nurses. However, self-confidence is the most important factor in establishing such relationship. Self-confidence could be further assessed to identify nursing students who need greater support or would benefit from greater educational interventions to achieve relational skills.

<p>Challenges Faced by Nursing Students to Work with Nursing Personnel: A Qualitative Study</p>

“…12 In the study of Aliafsari, high workload and insufficient time were reportedly some factors affecting student-nurse's communication. 16 This is consistent with the underlying theme of inadequate sources in the present study.…”

“…There was also a reported lack of interest in education and concern about medical errors as two causes of poor relationships between nurses and students. 16 In the study of Jamshidi et al, Nurses' lack of adequate preparation was the main theme of the study 37 also in Parvan et al study; nurses stated that unfamiliarity with teaching and evaluation methods is one of the challenges of working with students, 10 which is a subclass of the underlying theme of the organizational atmosphere in the present study. What is central to this section of the results is the lack of appropriate organizational mechanisms for the students' clinical learning from nurses, which has led to the creation of major challenges in students' clinical learning.…”

“…In Aliafsari study, nurses' negative attitudes toward students and lack of support for the students were some reasons for nurse motivation and lack of interest in learning from nurses. 16 Another major theme of the study is the wrong organizational atmosphere. In this regard, in the study done by Aieen, the inadequate relationship between the faculty and hospital was reportedly a challenge for clinical education.…”

“…Self-Confidence was, as reported, the most important factor in establishing such a communication. 16 In another study conducted in Malaysia, nurses and students reported a positive attitude toward clinical education to enhance learning. 12 In a qualitative study conducted in Iran, nurses stated that although nurses have the necessary clinical skills to teach nursing students, they can negatively affect students' professionalism.…”

Registered Nurses’ Supervision of Nursing Students During Practical Skill Learning: A Qualitative Exploratory Study

“…Supervising nurses expect students to be enthusiastic and show motivation to learn (Courtney-Pratt et al, 2012) however, it is when students' learning needs are addressed that their motivation to learn is stimulated (Vygotsky, 1978). When nursing students are motivated, they are engaged because they want to learn and understand, rather than merely perform a skill (Mamaghani et al, 2019). Learning is an active process that takes place when the learner interacts with the social environment and receives, interprets, and links information to what is learned and experienced (Greeno, 1989).…”