عان ک رد که مسؤولین آموزش با شناخت کامل از مشکلات آموزش دروس نظری از دیدگاه دانشجویان پرستاری، می توانند با بهبود شرایط محیط های آموزش از نظر امکانات و تجهیزات، مدرسان پرستاری را کمک کنند که آن ها با ارتقای مهارت های تدریس و به کارگیری مهارت های ارتباطی باعث افزایش اعتماد به نفس دانشجویان شده و فراگیران را برای یادگیری علاقمند و با انگیزه نمایند.

تشکر و قدردانی

بدین وسیله، از کلیه دانشجویان محترم پرستاری دانشکده پرستاری و مامایی ارومیه که در انجام این پژوهش به عنوان مشارکت کننده همکاری نمودند، تقدیر و تشکر می گردد. پرستاری است (6). نتایج مطالعه نصیری و همکاران با عنوان »عوامل مؤثر بر یادگیری مهارت های بالینی پرستاری از دیدگاه مربیان و دانشجویان« نشان داد که 100% از مربیان ایجاد انگیزه برای یادگیری مهارت های بالینی در دانشجویان را مؤثرترین عامل دانسته اند (31). در بحث آموزش داشتن انگیزه کافی و علاقمندی به رشته پرستاری از اهمیت زیادی برخوردار است، به نظر می رسد یکی از راه های برطرف کردن این مشکل گزینش دانشجویان پرستاری از افراد علاقمند به این رشته می باشد، از سوی دیگر با استفاده از اساتید علاقمند و حرفه ای، مخصوصاً در سالهای اول آموزش پرستاری می توان در افزایش انگیزه و ارتقای آموزش دانشجویان پرستاری گام مؤثری برداشت.
بر اساس یافته ها ی این پژوهش دانشجویان پرستاری نداشتن آمادگی حضور در کلاس درس را یکی از مشکلات آموزش دروس نظر ی برشمردند. در مطالعه کیفی انجام شده توسط نجفی کلیانی و همکاران یکی از مضامین اصلی در تدریس مؤثر از منظر دانشجویان پرستاری آمادگی بود، به طوری که از دیدگاه دانشجویان پرستاری آمادگی استاد و آمادگی دانشجو منجر به تدریس اثربخش در کلاس می شده است (23). از محدودیت های این مطالعه احتمال

منابع

– Pollard C, Ellis L, Stringer E, Cockayne D. Clinical education: A review of the literature. Nurse Education in Practice. 2007; 7: 315-322.
– Poorman SG, Webb CA, Mastorovich ML. Students’ stories: how faculty helps and hinders students at risk. Nurse Educ. 2002; 27(3): 126-31.
– Kebriae A, Rodbary M, Rakhshani M, Mir Lotfi PR. Evaluation of students about quality educational services to them in Zahedan University of medical sciences. Tabib Shargh. 2005; 2(7):
139-46. (Persian)
– Issenberg SB, McGaghie WC, Petrusa ER, Lee Gordon D, Scalese RJ. Features and uses of highfidelity medical simulations that lead to effective learning: a BEME systematic review. Med Teach. 2005; 27(1): 10-28.
– Makarem S, Dumit NY, Adra M, Kassak K. Teaching effectiveness and learning outcomes of baccalaureate nursing students in a critical care practicum: a Lebanese experience. Nurs Outlook. 2001; 49(1): 43-9.
– Rahimi A, Ahmady F. [The obstacles and improving strategies of clinical education from the viewpoints of clinical instructors in Tehran’s Nursing Schools]. IJME. 2005; 5(2): 73-9. (Persian)
– Hezaveei MM, Fathi I. Comparison of the effect of two methods of consultant and guidance on information, attitude and function of student’s consultants of Hamedan University of Medical Sciences, Iran. J Educational Development Center of Isfahan University of Med Sciences. 2004; 1(2): 85-93. (Persian)
– Makarem S, Dumit NY, Adra M, Kassak K. Teaching effectiveness and learning outcomes of baccalaureate nursing students in a critical care practicum: a Lebanese experience. Nurs Outlook. 2001; 49(1): 43-9.
– Lameaei A. Clinical education ahead of current event. J Urumia Med. 2006; 17(1): 54-9. (Persian) 10 – Ward RP, Saylor C. Nursing school curricula and hospital-based training programs. AORN J. 2002; 76(6): 1022-31.
– Tang FI, Chou SM, Chiang H. Students’ Perceptions of Effective and Ineffective Clinical Instructors. J Nurs Educ. 2005; 44(4): 187-192.
– Barahimi A. Comparison of clinical education difficulties of instructors and final year nursing student’s. Isfahan J Res Med Sci. 1998; 3(1): 16-9. (Persian)
– Kazu IY, Kazu H, Ozdemir O. The effects of mastery learning model on the success of the students who attended: Usage of basic information technologies course. Educational Technology and Society. 2005; 8(4): 233-43.
– Lindop E. Factors associated with student and pupil nurse wastage. J Advan Nurs. 1987; 12(6):
751-6.
– Doust M. Student nurses and counseling services. Nurs Standard. 1991; 5(15): 35-7.
– Valizadeh S, Abedi HA, Zamanzadeh V, Fathiazar E. Challenges of Nursing Students during Their Study: A Qualitative Study. Iranian Journal of Medical Education. 2008; 7(2): 397-406. (Persian)
– Rokhi F, Khadivzade T. Current mistakes in the evaluation of the student’s practices in the education of clinacal courses from the student’s view point in nursing & midwifery School of Mashhad University. The collection of papers of the 6th national congress of medical education. 2003. P. 25. (Persian)
– Zeighami R, Fasele M, Jahanmiri SH, Ghodsbin F. Clinical education problems from the student’s viewpoint. Journal of Ghazvin university of medical sciences. 2004; 30(8): 52-55. (Persian)
– Zareeyan A, Delaram M. The situation of clinical education from the student’s viewpoints in nursing & midwifery School of Shahrekord University of medical sciences. The Iranian journal of education in medical sciences. 2006; 6(2): 134-139. (Persian)
– Sharif F, Masoumi S. A qualitative study of nursing student experiences of clinical practice. BMC Nursing. 2005; 4: 6 doi: 10.1186/1472-6955-4-6.
– Changiz T, Malekpour A, Zargham-Boroujeni A. Stressors in Clinical Nursing Education in Iran: A Systematic Review. IJNMR. 2012; 17(6): Incomplete Issue
– Arasteh HR, Mahmudirad M. Effective Education: Approach to evolution of education by students. Journal of Semnan University of Medical Sciences. 2003; 5: 1-7. (Persian)
– Najafi Kalyani M, Sharif F, Jamshidi N, Karimi Sh. Students’ perceptions of effective teaching in nursing education: A qualitative study. Nursing Research J. 2010; 5(19): 6-15. (Persian)
– Streubert HJ, Carpenter DR. Qualitative research in nursing: Advancing the humanistic imperative.
4th ed. Philadelphia: Lippincott Williams & Wilkins; 2007.
– Hsieh HF, Shannon SE. Three approaches to qualitative content analysis. Qual Health Res. 2005; 15(9): 1277-88.
– Schilling J. On the pragmatics of qualitative assessment: Designing the process for content analysis. European Journal of Psychological Assessment. 2006; 22(1): 28-37.
– Graneheim UH, Lundman B. Qualitative content analysis in nursing research: concepts, procedures and measures to achieve trustworthiness. Nurse Educ Today. 2004; 24(2): 105-12.
– Sanagoo A, Joibari L. A merited clinical instructor characters. Iran J Med Educ. 2004; 10: 27. (Persian)
– Alizadeh M, Saiyah meli M. Viewpoint of Interns in medical school about clinical education problem and improving strategies at Tabriz medical university. 7th National Congress of Medical Education. 2005; Tabriz, Iran. (Persian)
– Ghanbari M, Yoosefi M. Assesment viewpoint of medical student about professors’ educational function in Golestan medical university. 8th National Congress of Medical Education. 2009; Shiraz, Iran. (Persian)
– Nasiri KH, Kahbazi M, Norouzi A, Nasri SH. The medical education problems and possible Solutions in stagers and intern’s view points of Arak University of Medical Sciences. AMUJ. 2009; 12(4): 111-121. (Persian)
– Kelly C. Student`s perceptions of effective clinical teaching revisited. Nurse education today.
2007; 27: 885-892.
– Heshmati F, Vanaki Z. Effective clinical instructor: A qualitative study. Nurs Res. 2009; 4(13): 3953. (Persian)
– Schonwetter DJ, Lavigne S, Mazurat R, Nazarko O. Students` perceptions of effective classroom and clinical teaching in dental and dental hygiene education. Journal of Dental Education. 2006; 70(6):
624-635.
– Fakhari A, Kargarmaher M, Gholizadegan A. Viewpoint of Interns in medical school about exam metod at clinical department. 7th National Congress of Medical Education. 2005; Tabriz, Iran. (Persian)
– Yaghoobi T, Saleme F. Assessment of clinical education problem and improving strategies from the viewpoint of medical student at Mazandaran medical university 2004. 7th National Congress of Medical Education. 2005; Tabriz, Iran. (Persian)
– Ghafarian Shirazi H, Hatami poor E. Assesmsnt of basic science lesso