Document Type : Original Article
Authors
1 Department of Nursing, Amol Faculty of Nursing and Midwifery, Mazandaran University of Medical Sciences, Sari, Iran
2 Department of Operating Room, Social Determinants of Health Research Center, School of Paramedicine, Birjand University of Medical Sciences, Birjand, Iran
3 Primary Health Care Nurse Practitioner Student, Athabasca University, Athabasca, AB, Canada
Abstract
Background: Despite the increasing advances in new teaching methods in practical lessons, learning and acquiring the skills to do so remains an educational challenge in the education system. Identifying and solving the challenges of nursing students in learning and promoting fundamental clinical skills.
Method: This Action research study was conducted based on Kemmis and McTaggart’s (1988) action research model in two cycles using qualitative and quantitative methods. The participants were 32 nursing students along with the director of the Clinical Skills Unit and academic researchers as facilitators. The qualitative data were generated through in-depth interviews, focused group discussions, observation, and field note-taking. In the quantitative phase of the study, a checklist was used to assess the students’ satisfaction. Descriptive statistics and conventional content analysis were used for data analysis.
Results: The qualitative data revealed three categories including lack of feedback, superficial learning, and ineffective communication. At the end of the study, the students reported improved interpersonal communication, effective feedback, and active learning. The quantitative data showed the average scores of factors effective in learning improved after activities of the action research project.
Conclusions: Nursing student participation in the fundamental skills learning can reduce some related challenges. Through reflection, students were able to identify the challenges affecting their learning and improve learning outcomes.
Keywords
)