Document Type : Original Article
Authors
Social Determinants of Health Research Center, Saveh University of Medical Sciences, Saveh, Iran
Abstract
Background: Needlestick and sharps injuries (NSSIs) pose significant occupational hazards for nursing students, with serious physical, psychological, and social consequences. Identifying students’ educational needs is essential for prevention and management; therefore, this study aimed to explore the educational needs of nursing students regarding NSSIs.
Methods: A qualitative study using conventional content analysis (Graneheim & Lundman, 2004) was conducted in 2024 with 20 undergraduate nursing students who had completed at least one semester of clinical training. Purposive sampling with maximum variation was applied. Data were collected through in-depth semi-structured interviews and analyzed concurrently. Rigor was ensured using Lincoln and Guba’s four criteria.
Results: Analysis identified four main themes and twelve subthemes, including 1.the need for emotional and attitudinal management (anxiety and stress management at the moment of injury, coping with fear of reporting and blame, adherence to protocols despite team pressure, and need for psychological support), 2. the need to enhance theoretical knowledge about needle stick injuries (awareness of infectious consequences, recognition of risk factors and high-risk clinical situations, and awareness of national and international guidelines), 3. the need for training on reporting and post-exposure actions (understanding the reporting process and pathway, and learning immediate post-incident procedures), and 4. the need for experiential and simulation-based education (training through virtual reality simulators, learning from real-life experiences as case studies, and receiving immediate educational feedback after error or injury).
Conclusion: The findings indicate that nursing students require support across four key domains: emotional and attitudinal management, strengthening theoretical knowledge, clear training on reporting and post-exposure actions, and experiential/simulation-based learning. Therefore, educational programs should be revised to explicitly cover these identified needs through integrated curricular changes, structured simulation practices, and supportive strategies that enhance emotional readiness and clinical safety.
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