Volume 16, Issue 52 (2024)                   JMED 2024, 16(52): 37-44 | Back to browse issues page

Ethics code: IR.SKUMS.REC.1400.136


XML Print


Download citation:
BibTeX | RIS | EndNote | Medlars | ProCite | Reference Manager | RefWorks
Send citation to:

Roshanzadeh M, Taj A, Davoodvand S, Mohammadi S. Consequences of exposure of operating room students to clinical learning challenges. JMED 2024; 16 (52) :37-44
URL: http://edujournal.zums.ac.ir/article-1-1707-en.html
Student Research Committee, Shiraz University of Medical Sciences, Shiraz, Iran
Abstract:   (1014 Views)
Background & Objective: Clinical environment is a significant component in relation to students' learning. Exposure to the challenges of the clinical learning environment has some consequences for students and can affect their learning. Identifying these consequences will moderate the challenges, and therefore, improve the quality of learning in such environments. The present study aimed to explain the consequences of exposure to clinical learning challenges among operating room students.
Materials & Methods: This study was conducted based on the qualitative content analysis approach at Shahrekord University of Medical Sciences, Shahrekord, Iran, in 2022. A total of 14 surgical technology students were selected by a purposeful sampling method. The required data were collected using in-depth, semi-structured face-to-face interviews. The data were analyzed using Graneheim and Lundman's approach.
Results: The results of the study revealed two categories (i.e., learning distress and using harmful clinical shortcuts) and four subcategories (i.e., feeling of helplessness in learning, anxiety, incomplete care, and wrong modeling). Under the conditions and challenges in the learning environment, students felt helpless toward learning, experienced anxiety, and suffered from learning distress. It was also found that in the clinical learning atmosphere, when faced with the existing challenges, the students would be likely to facilitate the care process and attempt to do unprincipled care by imitating the wrong personnel examples.
Conclusion: Faced with the learning challenges of the clinical environment, the operating room students suffered from learning stress and resorted to harmful clinical shortcuts. Examining students' anxiety and their disappointment and helplessness toward the conditions and challenges of clinical education, identifying clinical wrong patterns in the care process, as well as modifying the care process provided by the personnel as wrong role models of students can have an effective impact in reducing the existing consequences.
Full-Text [PDF 281 kb]   (296 Downloads) |   |   Full-Text (HTML)  (204 Views)  
Article Type : Orginal Research |
Received: 2022/09/15 | Accepted: 2023/08/6 | Published: 2024/03/16

References
1. Baraz SH, Memarian R, and Vanaki Z. Learning challenges of nursing students in clinical environments: A qualitative study in Iran. J Educ Health Promot. 2015; 4: 52. Published online. 2015; 6. [DOI]
2. Chan AW, Tang FW, Choi KC, et al. Clinical learning experiences of nursing students using an innovative clinical partnership model: A non-randomized controlled trial. Nurse Education Today. 2018; 68: 121–127. [DOI]
3. Woo MWJ, Li W. Nursing students' views and satisfaction of their clinical learning environment in Singapore. Nursing Open. 2020; 7:1909–1919. [DOI]
4. Roshanzadeh M, Mohammadi S, Shomoossi N, et al. Mutual relationship between knowledge management system with nursing process. Iranian Journal of Nursing and Midwifery Research. 2019; 24: 401. [DOI]
5. Doyle K, Sainsbury K, Cleary S, et al. Happy to help/happy to be here: Identifying components of successful clinical placements for undergraduate nursing students. Nurse Education Today. 2017; 49: 27–32. [DOI]
6. Shivers E, Hasson F, & Slater P. Pre-registration nursing student's quality of practice learning: Clinical learning environment inventory (actual) questionnaire. Nurse Education Today. 2017; 55, 58–64. [DOI]
7. Dimitriadou M, Papastavrou E, Efstathiou G, et al. Baccalaureate nursing students' perceptions of learning and supervision in the clinical environment. Nurs Health Sci. 2015; 17:236–42. 8. [DOI]
8. Rasjeswaran L. Clinical experiences of nursing students at a selected institute of health sciences in Botswana. Health Sci J. 2016; 10(6): 471. [DOI]
9. Ekstedt M, Lindblad M and Löfmark A. Nursing students’ perception of the clinical learning environment and supervision in relation to two different supervision models – a comparative cross-sectional study. BMC Nursing. 2019; 18:49. [DOI]
10. Mbakaya BC, Kalembo FW, Zgambo M, et al. Nursing and midwifery students’ experiences and perception of their clinical learning environment in Malawi: a mixedmethod study. BMC Nursing. 2020; 19:87. [DOI]
11. Suen WQ, Lim S, Wang W, et al. Stressors and expectations of undergraduate nursing students during clinical practice in Singapore. International Journal of Nursing Practice. 2019; 22(6), 574–583. [DOI]
12. Papastavrou E, Dimitriadou M, Tsangari H, et al. Nursing students' satisfaction of the clinical learning environment: A research study. BMC Nursing. 2016; 15(1), 44. [DOI]
13. Sayadi M, Vahabi A, Roshani D, et al. Nursing student’s perspective regarding the clinical learning environment and the factors affecting it in 2015. The Journal of Kurdistan Nursing, Midwifery and Paramedical Faculty. 2016; 2(2): 33-45. [DOI]
14. Karimi Monaghi H, Derakhshan A, Khajedalouei M, et al. Lived clinical learning experiences of medical students: a qualitative approach. Iranian Journal of Medical Education. 2011; 11(6): 635-647. [Article]
15. Van Patten RR, Bartone AS. The impact of mentorship, preceptors, and debriefing on the quality of program experiences. Nurse education in practice. 2019; 35:63-68. [Article]
16. Berntsen K, Bjørk IT, Brynildsen G. Nursing students' clinical learning environment in Norwegian nursing homes: lack of innovative teaching and learning strategies. Open Journal of Nursing. 2017; 7(8): 949–961. [DOI]
17. Bvumbwe T, Malema A, Chipeta M. Registered nurses’ experiences with clinical teaching environment in Malawi. Open J Nurs. 2015; 5(10): 927-934. [DOI]
18. Soon Ae Kim, Eunhee Hong, Gyun Young Kang, et al. Effect of Korean nursing students’ experience of incivility in clinical settings on critical thinking. Heliyon. 2020; 6 (7): e04367. [DOI]
19. Poorghaneh P, Hosseini M A. The role of nursing staff in nursing students' learning in clinical settings. J Med Educ Dev. 2010; 3 (4) :7-11. [DOI]
20. Tharani A, Husain Y, Warwick I. Learning environment and emotional well-being: A qualitative study of undergraduate nursing students. Nurse Educ Today. 2017; 59:82–7. [DOI]
21. Roshanzadeh M, Shirvani M, Tajabadi A, et al. The clinical learning challenge of surgery technologist students: a qualitative content analysis. Payavard. 2022; 16 (2) :102-112. [DOI]
22. Roshanzadeh M, Vanaki Z, Sadooghiasl A, et al. Explaining courage in ethical decision-making by nursing managers: A qualitative content analysis. J Holist Nurs Midwifery. 2021; 31 (4) :254-262. [DOI]
23. Najafi Kalyani M, Jamshidi N, Molazem Z, et al. How do nursing students experience the clinical learning environment and respond to their experiences? A qualitative study. BMJ Open. 2019;9: e028052. [DOI]
24. Plank L. Academic-practice partnerships to reduce the shortage of operating room nurses. Nurse educator. 2018;43(6):326-329. [DOI]

Add your comments about this article : Your username or Email:
CAPTCHA

Send email to the article author


Rights and permissions
Creative Commons License This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License.