عوامل تسهيل‌كننده و بازدارنده يادگيري مهارت‌هاي باليني از ديد دانشجويان پرستاري سال سوم دانشكده پرستاري و مامايي حضرت فاطمه (س‌)

Facilitating and Preventing Factors in Learning Clinical Skills from the Viewpoints of the Third Year Students of Fatemeh School of Nursing and Midwifery

Investigating the problems and barriers in learning clinical skills has been regarded in so many studies but the factors facilitating this process have not been taken into consideration. This study was performed with the aim to determine the facilitating and preventing factors in learning clinical skills from the viewpoints of third year students of Fatemeh School of Nursing and Midwifery in Shiraz. Methods: In this descriptive cross-sectional study, 54 nursing students in their sixth semester were selected through convenience sampling method. A researcher made questionnaire including questions about demographic characteristics and 67 questions about facilitating and preventing factors in learning clinical skills was distributed among the samples. The questions included the areas of the relationships between the student, staff instructor and the patient; studentʹs satisfaction with the teaching methods of instructors and staff; teaching methods of theoretical and practical lessons; the facilities provided by the hospital and university; and instructorsʹ characteristics. The data was analyzed by SPSS software through descriptive statistics. Results: The most facilitating factors in learning clinical skills belonged to Instructorsʹ educational and scientific experiences in developing educational affairs (77.8%), the educational environment provided by the instructors for experiencing clinical skills by students (77.8%), paying attention to the patientʹs rights and needs (76%), and instructorsʹ responsibility toward education (76%). The most preventing factors in learning clinical skills were the stress felt in the ward (83.3%), lack of studentsʹ support by staff (66.6%), and staff s bad temperedness (64.8%). Conclusion: Students were satisfied with the items in different areas but they were unsatisfied with the relationship between staffand students, and also the Vʹ.ʹay that instructors presented the practical and theoretical lessons. They mentioned these factors as the ones prevented their clinical learning. It is recommended to revise clinical education and take some appropriate action in order to provide a proper clinical education environment.