Current issue
Journal content
Articles in press
Archive
About the Journal
About the Polish Annals of Medicine
Editorial Board
Abstracting & indexing
Open Access policy
Charges
Affiliated institutions
Contact
Instructions
Peer review process
Guide for authors
Publication ethics
Ethics and Patient Consent
User License
Usage of third party materials
Disclaimer
Statement on Artificial Intelligence
Reviewers
Guide for reviewers
Review Form
RESEARCH PAPER
Description of community health nursing education process during training and field training courses: A qualitative study
1
Department of Nursing, Esfarayen Faculty of Medical Sciences, Esfarayen, Iran
2
Department of Medical-Surgical Nursing, Evidence-Based Care Research Center, School of Nursing and Midwifery, Mashhad University of Medical Sciences, Mashhad, Iran
3
Department of Biostatistics and Epidemiology, Health Sciences Research Center, Cancer Research Center, Mashhad University of Medical Sciences, Mashhad, Iran
4
Department of Nursing, Faculty of Nursing and Midwifery, Zabol University of Medical Sciences, Zabol, Iran
Submission date: 2020-04-10
Final revision date: 2020-04-27
Acceptance date: 2020-04-27
Online publication date: 2020-06-07
Corresponding author
Hossein Karimi Moonaghi
Daneshgah Avenue, Mashahd, P.O. box: 9137913199, Iran. Tel.: +9851-38591511.
Daneshgah Avenue, Mashahd, P.O. box: 9137913199, Iran. Tel.: +9851-38591511.
Pol. Ann. Med. 2021;28(1):21-27
KEYWORDS
TOPICS
ABSTRACT
Introduction:
The performance of community health nurses depends on a comprehensive collection of scientific and practical competencies that can be acquired through training courses in the nursing curriculum.
Aim:
The present study is an attempt to describe the process of community health nursing education during the training and field training courses.
Material and methods:
This study was conducted using a grounded theory approach. In total, 14 undergraduate nursing students, 13 employees in health centers and 10 faculty member instructors participated in this study. The population was sampled through purposeful and theoretical sampling. The data were collected through semi-structured interviews through January to December 2019. Data analysis was conducted using Strauss and Corbin (1998) approach and by the Maxqda software.
Results and discussion:
The theory of ‘dichotomy of motivation’ which includes four main concepts namely: professional identity, educational atmosphere, accountability and efficiency, was extracted from the data. Professional identity and educational atmosphere provided the ground for dichotomy of motivation in participants. These concepts were followed by a spectrum of accountabilities which led to a different spectrum of efficiency in the training courses.
Conclusions:
The theory of dichotomy of motivation, described the nursing training process in the training courses and the role of training in the field of community health. Professional identity, educational environment and accountability, are important concepts that affect this process. This study revealed the problems and obstacles in the health training courses for managers, instructors and employees so that the necessary measures may be taken to improve the efficiency of training courses.
The performance of community health nurses depends on a comprehensive collection of scientific and practical competencies that can be acquired through training courses in the nursing curriculum.
Aim:
The present study is an attempt to describe the process of community health nursing education during the training and field training courses.
Material and methods:
This study was conducted using a grounded theory approach. In total, 14 undergraduate nursing students, 13 employees in health centers and 10 faculty member instructors participated in this study. The population was sampled through purposeful and theoretical sampling. The data were collected through semi-structured interviews through January to December 2019. Data analysis was conducted using Strauss and Corbin (1998) approach and by the Maxqda software.
Results and discussion:
The theory of ‘dichotomy of motivation’ which includes four main concepts namely: professional identity, educational atmosphere, accountability and efficiency, was extracted from the data. Professional identity and educational atmosphere provided the ground for dichotomy of motivation in participants. These concepts were followed by a spectrum of accountabilities which led to a different spectrum of efficiency in the training courses.
Conclusions:
The theory of dichotomy of motivation, described the nursing training process in the training courses and the role of training in the field of community health. Professional identity, educational environment and accountability, are important concepts that affect this process. This study revealed the problems and obstacles in the health training courses for managers, instructors and employees so that the necessary measures may be taken to improve the efficiency of training courses.
ACKNOWLEDGEMENTS
We would like to thanks all students and instructors to participate in this study.
FUNDING
None declared.
CONFLICT OF INTEREST
None declared.
REFERENCES (21)
1.
Gadecka W, Piskorz-Ogórek K, Regin KJ, Kowalski IM. Social competence of mental health nurses. Pol Ann Med. 2015;22(2):105–109. https://doi.org/10.1016/j.poam....
2.
Dehghani K, Dehghani H, Falahzadeh H. The educational problems of clinical field training based on nursing teachers and last year nursing students’ viewpoints. Iranian J Med Edu. 2005;5(1):25–33. http://ijme.mui.ac.ir/article-... [in Persian].
3.
Khorasani P, Jozi M. Community oriented nursing education by service learning. Iranian J Nur Mid Res. 2006;4(33):49–60 [in Persian].
4.
Heravi Karimooi M, Rejeh N, Anoosheh M, Alhani F. Nursing students’comprehension of community health nursing training in field: a qualitative research. Iranian J Med Edu. 2011;11(5):526–538 [in Persian].
5.
Leh S. Nursing students’ preconceptions of the community health clinical experience: Implications for nursing education. J Nurs Educ. 2011;50(11):620–627. https://doi.org/10.3928/014848....
6.
Eswi A, El Sayed Y. The experience of Egyptian male student nurses during attending maternity nursing clinical course. Nurse Educ Pract. 2011;11(2):93–98. https://doi.org/10.1016/j.nepr....
7.
Murphy F, Rosser M, Bevan R, Warner G, Jordan S. Nursing students’ experiences and preferences regarding hospital and community placements. Nurse Educ Pract. 2012;12(3):170–175. https://doi.org/ 10.1016/j.nepr.2011.12.007.
8.
Ebadi A, Hojat M, Samadipour E. A community oriented nursing and comparing nursing education in USA and Iran. Homaye-Salamat. 2006;2(10):15–25.
9.
Molabashi R, Haghani F, Memarzadeh M. An investigation on teachers’ skills in education clinics (ambulatory setting) in Isfahan University of Medical Sciences. J Babol Univer Med Sci. 2010;12(Suppl 1):34–39.
10.
Mtshali N. Implementing community-based education in basic nursing education programs in South Africa. Curationis. 2009;32(1):25–32. https://doi.org/10.4102/curati....
11.
Yazdankha Fard M, Pouladi S, Kamali F, et al. The stressing factors in clinical education: the viewpoints of students. Iranian J Med Edu. 2009;8(2):341–349 [in Persian].
12.
Strauss A, Corbin JM. Basics of Qualitative Research: Techniques and Procedures for Developing Grounded Theory. Thousand Oaks, CA: SAGE; 1998. https://doi.org/10.4135/978145....
13.
Nikbakht Nasrabadi A, Emami A. Perceptions of nursing practice in Iran. Nurs Outlook. 2006;54(6):320–327. https://doi.org/10.1016/j.outl....
14.
Ildarabadi E-h, Karimi Moonaghi H, Heydari A, Taghipour A. The Nursing Students Perception of the Community Health Nursing Training: A Grounded Theory Study. Life Sci J. 2013;10(6):6–11.
15.
Adib-Hajbaghery M. The public health nurse in the Iran’s health care system: An ignored dicipline. Int J Community Based Nurs Midwifery. 2013;1(1):43–51.
16.
O’Shea L. Community placements in nurse training. Practice Nurse. 2009;37(8):39–40.
17.
Farsi Z, Dehghannayeri N, Negarandeh R, Broomand S. Nursing profession in Iran: An overview of opportunities and challenges. Jpn J Nurs Sci. 2010;7(1):9–18. https://doi.org/10.1111/j.1742....
18.
Cheraghi MA. The understanding and exploration of knowledge transfer’s process into practice in nursing. Tehran: Tehran Faculty of Nursing and Midwifery, Tehran University of Medical Sciences; 2007 [in Persian].
19.
Nikula AE, Rapola S, Hupli MI, Leino Kilpi HT. Factors strengthening and weakening vaccination competence. Int J Nurs Pract. 2009;15(5):444–454. https://doi.org/10.3352/jeehp.....
20.
Khademalhosseini S, Alhani F, Anousheh M. Pathology of ‘clinical education’ in nursing students of intensive care unit: A qualitative study. Iran J Crit Care Nurs. 2009;2(2):81–86.
21.
Delaram M, Salehiyan T. Productivity in clinical education from the nursing and midwifery students’ viewpoint. Educ Strategy Med Sci. 2011;4(4):67–71. http://edcbmj.ir/article-1-115... [in Persian].
We process personal data collected when visiting the website. The function of obtaining information about users and their behavior is carried out by voluntarily entered information in forms and saving cookies in end devices. Data, including cookies, are used to provide services, improve the user experience and to analyze the traffic in accordance with the Privacy policy. Data are also collected and processed by Google Analytics tool (more).
You can change cookies settings in your browser. Restricted use of cookies in the browser configuration may affect some functionalities of the website.
You can change cookies settings in your browser. Restricted use of cookies in the browser configuration may affect some functionalities of the website.
