Providing Clinical Safety and Security for Nursing Students: Spontaneous Learning
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Ph.D Student of nursing, Department of Nursing, Faculty of Medical Sciences, Tarbiat Modares University, Tehran, IRAN
Ph.D Of Nursing, Assistant Professor Of Nursing, Supervisor, Department of Nursing, Faculty of Medical Sciences, Tarbiat Modares University, Tehran, IRAN
Ph.D Of Nursing, Associate Professor Of Nursing, Advisor, Department of Nursing, Faculty of Medical Sciences, Tarbiat Modares University, Tehran, IRAN
Online publication date: 2020-03-21
Publication date: 2020-03-21
Electron J Gen Med 2020;17(3):em214
Clinical education environment safety and security plays an important role in the learning of nursing students. Various studies and authors’ experiences show that there is a lack of learning in nursing students in the arena. The purpose of this study was to determine the effect of providing clinical safety and security on nursing students’ learning.

The research sample in this qualitative research consisted of 12 internship nursing students, 3 instructors and 4 nurses in one of the hospitals in Tehran, Iran. Educational intervention was conducted to empower the instructors in the areas of communication, educational strategies and physical environment reform by holding 3 workshops. After a semester, data was collected on nursing students’ learning by semi-structured interview and field note. The content analysis method with a conventional approach was used to data analysis.

The results revealed one main theme consisting of “spontaneous learning” and three sub themes including “learning nursing care”, “the motivation for learning nursing care”, and “effective interaction”.

The main reason for spontaneous learning has been to improve psychological climate of the clinical environment (wards) by instructors. Acceptance of the student in the ward as a member of the care team and providing effective feedback were the most important factor in improving the psychological climate of the ward. This led to a motivation for care and spontaneous learning in students.

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