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International Journal of Nursing Practice 2014; 20: 460–467

RESEARCH PAPER

Nursing students’ expectations regarding effective clinical education: A qualitative study Maryam Esmaeili BSN MSN PhD Candidate, School of Nursing and Midwifery, Tehran University of Medical Sciences, Tehran, Iran, and Senior Lecturer, Department of Medical–Surgical Nursing, Faculty of Nursing and Midwifery, Islamic Azad University—Karaj Branch, Karaj, Iran

Mohammad Ali Cheraghi BSN MSN PhD Associate Professor, School of Nursing and Midwifery, Tehran University of Medical Sciences, Tehran, Iran

Mahvash Salsali BSN MSN PhD Professor, School of Nursing and Midwifery, Tehran University of Medical Sciences, Tehran, Iran

Shahrzad Ghiyasvandian BSN MSN PhD Assistant Professor, School of Nursing and Midwifery, Tehran University of Medical Sciences, Tehran, Iran

Accepted for publication March 2013 Esmaeili M, Cheraghi MA, Salsali M, Ghiyasvandian S. International Journal of Nursing Practice 2014; 20: 460–467 Nursing students’ expectations regarding effective clinical education: A qualitative study This study aimed to describe the expectations of Bachelor of Science nursing students regarding what constitutes an effective clinical education. In this study, a semistructured interview process was utilized with 17 nursing students studying in sophomore, junior and senior years in training units of hospitals affiliated with Tehran University of Medical Sciences. Content analysis was employed to analyse the data. Data analysis led to identification of three main themes: (i) appropriate communication and interaction between instructors and students; (ii) incorporation of both theory and practice in clinical education, with two subthemes, one being the presence of the instructor as a factor for reducing the gap between theory and practice and the other being evaluation based on appropriate criteria; and (iii) having specialized instructors, with a specific emphasis on the instructor’s knowledge and motivation as important factors in learning. The findings reveal the significant role of mentors in providing effective educational and clinical experiences. Therefore, mentors must strive to develop their knowledge and clinical behaviours according to students’ needs in clinical settings. Key words: clinical education, content analysis, expectations, nursing students.

INTRODUCTION The purpose of nursing education is to develop nurses by equipping them with the necessary knowledge, attitude and skill to perform their duties efficiently.1 With regard

Correspondence: Shahrzad Ghiyasvandian, School of Nursing and Midwifery, Tehran University of Medical Sciences, Nosrat Street, Tohid Square, Tehran 0098, Iran. Email: [email protected] © 2013 Wiley Publishing Asia Pty Ltd

to reaching this goal, clinical education plays an important role in nursing education.1,2 Not only is nursing education an appropriate opportunity for students to apply what they have already learned in real-world settings, but it also includes a socialization process that is important for students who are entering a clinical environment.3,4 Although there is wide variety in programmes dedicated to nursing education, nearly 50% of any nursing curriculum is devoted to this type of clinical education;5 one of doi:10.1111/ijn.12159

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the most important resources for developing nursing skills, eligibility and care is the clinical learning setting.6 Nursing education is often based on a close relationship between theory and scientific experience. In line with this, strategies and approaches used in clinical education encompass a wide range of techniques; some do not focus on interpretive learning, and others focus on the learning of specific technical skills.7 In addition, clinical education prepares students for their professional role and affords them many opportunities for applying the knowledge, concepts and skills they have learned in classrooms.8 Despite its own challenges and problems, clinical education is a fundamental institution that holds great importance. Unfortunately, clinical settings are continuously changing, unpredictable and occasionally confusing for students. For this reason, capable and influential instructors play a major role in helping students attain proper learning in these environments.9,10 According to a study by Brown et al.,11 students’ perceptions of ideal clinical education differ from their perceptions of actual clinical education. More precisely, students mentioned participation in learning, being familiar with task-orientated roles, being creative and exclusive learning as being important in clinical education.11 Being valued as learners and as members of the nursing team gives students a feeling of power and control. Moreover, it develops self-efficacy in giving care.12 Cheraghi et al.’s4 study results show that gaining clinical experience and specializing are important factors in clinical education. Another point is that students’ satisfaction with learning in clinical education is directly related to the clinical tasks assigned by instructors.4 Some studies on clinical education have indicated that the expectations of clinical education students differ from instructors’ expectations. Students believe that having interpersonal skills, giving appropriate feedback and interpretation, and possessing clinical capabilities and proficiency in teaching are the most important characteristics for a clinical instructor.6,13,14 There are approximately 150 nursing departments in private and public establishments in Iran. More precisely, these departments include about 1500 faculty members responsible for training almost 5000 students. This indicates an uneven ratio between the number of faculty members and the number of students who are involved in these programmes. Currently, because of the shortage of experienced and accessible faculty members for clinical teaching (and, therefore, the utilization of weak clinical mentors), the gap between theory and practice has

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increased, leading to a pool of graduates who are not eligible to be employed in clinical settings.4 This drives home the importance of paying additional attention to the importance of clinical education in order to fulfil students’ education expectations. Despite the clear importance of having a clinical education, there are still no well-defined criteria for a good clinical education.13,15 It is urgent to gain better understanding of the characteristics of an effective clinical education curriculum that is capable of meeting the needs and expectations of students in clinical settings. In other words, there should be a programme that prepares them for working in professional environments. Therefore, this study was carried out with the aim of describing the expectations of nursing students with regard to effective clinical education in order to direct the attention of nursing instructors to coming up with well-defined teaching priorities for clinical settings.

Design and aim Interpretative description, which is the combination of qualitative approach with interpretation, or explaining a phenomenon in a naturalistic context of human experience, was used in this study.16 The aim of this study was to describe students’ expectations regarding an effective clinical education.

METHOD Research participants The participants in this research included nursing students at Tehran University of Medical Sciences who had completed at least two terms of apprenticeship in a hospital (students in their second year and above). In the present study, the participants comprised 17 nursing students (11 females and 6 males) who were taking medical–surgical training courses in different units of educational hospitals. Students were between 19 and 24 years old with an average age of 21.6 years old. In order to ensure maximum variability in sampling, both male and female students were selected from each year level (sophomore, junior and senior).

Data collection Data collection was carried out through deep, semistructured interviews on a face-to-face and individual basis. The duration of interviews ranged from 30 to 55 min. Moreover, they were all conducted in a quiet place at the Department of Nursing and Midwifery, © 2013 Wiley Publishing Asia Pty Ltd

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with prior coordination. Important interview questions included the following: ‘Please define your experience of an effective apprenticeship course. Which factors lead to an effective clinical education? What are your expectations from an effective clinical education?’ In addition, a set of probing questions was used in order to clarify the participants’ responses throughout the interviews. Probing questions were used to discover deeper detail, meaning and reasons underlying participants’ statements, different for each interview.17

confirm the credibility of the data analysis. The data were coded and categorized independently by the authors, and analysed themes were compared. Peer checking is asking colleagues about their experience and opinions during data analysis.18 In situations of disagreement, discussion and clarifications continued until a consensus was achieved. In addition, the participants were also contacted after the analysis was completed to verify the interpretations of researchers. To ensure the dependability of the data, an audit trail was maintained from the initial data collection through the determination of categories.

Ethical considerations Approval to conduct this study was granted by the ethics committee of Tehran University of Medical Sciences of Iran. The goals and methodology of the study were explained to the students. Furthermore, students were informed that participation in the study was voluntary, they could withdraw at any time and their confidentiality would be maintained. Permission was asked from the students to record interviews. In the end, those students who were inclined to participate signed a consent form.

Data analysis A content analysis approach was employed to analyse the data. Qualitative content analysis simplifies the data and provides structure and discipline, whereas interpretative content analysis explores real meanings behind raw facts.18 In order to analyse the data, the recorded interviews were transcribed verbatim and then read several times to gain a general impression. The resulting text from the interviews was divided into units of meaning, which were then condensed, abstracted, coded and labelled. Then, the codes were arranged into categories and subcategories according to their similarities and differences. In this study, interview transcripts were read several times, which helped the researcher to recognize units of meaning. These units of meaning consisted of paragraphs and sentences related to one another in concept and context. In fact, every coded and summarized selection from the text might be considered as a unit of meaning.19

Rigour As with other qualitative approaches, content analysis should be done in such a manner as to make the findings as trustworthy as possible. Furthermore, every study must be evaluated in relation to the procedures used to generate the findings.20 Peer checking was done to © 2013 Wiley Publishing Asia Pty Ltd

FINDINGS The findings of this study were based on analysis of students’ responses to the interview questions. Data analysis led to the identification of three main expectations held by students regarding clinical education: (i) appropriate communication and interaction between instructors and students; (ii) incorporation of both theory and practice into clinical education, with two subthemes, one being the presence of the instructor as a factor for reducing the gap between theory and practice and the other being evaluation based on appropriate criteria; and (iii) having specialized instructors, with the subtheme of the instructor’s knowledge and motivation as important factors in learning. In what follows, the meaning of each theme is explained, illustrated by quotations from the participants.

Appropriate communication and interaction between instructors and students One expectation of the participating students was appropriate communication and interaction with professors during their apprenticeships. Among the most important factors, students believed that, for an effective clinical apprenticeship, instructors should employ respectful behaviour, be responsive to students in the clinical environment, give confidence to students, refrain from discouraging students and participate in communal interactions. According to the students in this study, an instructor’s friendly behaviour with students is among the most important factors in creating an effective apprenticeship. In this regard, one of the seventh-term students of nursing said: The apprenticeship on mother and infant hygiene was very good since the master’s relationship with us was friendly and

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there were no superior–inferior formalities; all of us studied and worked willingly. Another participant emphasized this factor and stated: In my opinion, respecting students means that if I make a mistake at a patient’s bedside, my instructor refrains from behaving towards me in such a way that the patient does not trust me anymore; after all, I am a student and I might make a mistake (fourth-term student). Some of the students in this study believed that delegating some of the tasks in clinical environments leads to an increase in students’ self-confidence and their sense of accountability. Moreover, a number of participants considered certain instructors’ negative behaviours (such as reproaching students in patients’ rooms) as factors decreasing their motivation and self-confidence. Giving self-confidence to students during apprenticeship is important; it means that we must be warned if we make a mistake but not in such a manner that we feel incapable of doing anything. Once, one of our professors scolded me; I went home and wept. I said that I would never go to university because I thought that I knew nothing (seventh-term student). Regarding the role of instructor–student interaction as a factor for increasing students’ self-confidence, a nursing student in the sixth term said: I did not have confidence in prescribing medication; however, during my heart apprenticeship course, my master said to me to prescribe my patients’ medications by myself; I did so after checking several times, and this led to an increase in my self-confidence; so I was glad that my master had trusted me. The participants in this study recognized the importance of good communication skills on the part of their professors in coordinating with unit personnel and creating a sense of mutual trust as being among the most important factors in their apprenticeships. They also considered the following as important in establishing an effective apprenticeship: the ability to coordinate with nurses in unit, introduce students to unit staff and ask personnel to delegate some of their duties to students. In the previous term during apprenticeship, our instructor used to introduce us to head nurses of unit and said that if

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there were any special tasks in unit, students could carry them out; likewise, the personnel trusted us when they saw that our preceptor was present in unit and delegated some of their clinical tasks to us (eighth-term student).

Incorporation of both theory and practice into clinical education The participants in this study knew that being able to recall theoretical fundamentals and learning many practical skills during their apprenticeship are two important features of an effective apprenticeship. They often emphasized the importance of learning practical knowledge in an apprenticeship setting; furthermore they believed in the necessity of repeating the theoretical lessons in real-world settings in order to sustain their learning. In my opinion, nursing is a practical career, but at the same time, it is not limited to performing chores. In other words, we ought to enact every theoretical principle that we learn in our classes. In fact, we must learn clinical skills; in this way, I believe that students will not become exhausted during their apprenticeship (fifth-term student). With regard to the relationship between theory and practice, a nursing student in the seventh term said: My apprenticeship in the paediatrics unit was very good for me, on one hand because my professor let us carry out practical work and on the other hand [because] he reviewed the material we learned in the classroom. In fact, it led us to learn so many things fundamentally and not forget them. Some of the students knew that an effective clinical education should include components that are beyond the learning of theoretical and practical lessons, especially those that facilitate gaining social and behavioural skills. They also considered it important to learn how to behave with patients and how to manage other events in a professional setting. Moreover, they described the role of clinical instructors as an important factor in their learning these behaviours. My expectation from an effective apprenticeship would be that when it ended, I would have come away learning something, both theoretically and practically, while at the same time seeing an improvement in my social behaviour in having a better manner with patients. I do think that these things are important since relationships are very important in nursing © 2013 Wiley Publishing Asia Pty Ltd

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and we ought to learn these things (eighth-term nursing student).

The presence of the instructor as a factor for decreasing the gap between theory and practice A number of participants in this study considered the presence of an instructor in the clinical environment as an important factor in learning nursing principles. In addition, they believed that such a presence presents a proper model for students, helping them learn new skills correctly. They knew that paying attention to the instructor’s monitoring of their behaviour and performance is an easy way to correct incorrect practices and detect areas in which to improve. The presence of the instructor beside the students plays an important role in our learning; when the instructor ignores us in unit, we are likely to learn a wrong thing that is often done by some of the personnel, but when the preceptor is with us, we learn the correct techniques from him/her ( fifth-term nursing student). A sixth-term nursing student mentioned in this regard that: My instructor taught the correct manner of breastfeeding to mothers in the Mothers and Infants unit. Therefore, I learned the procedure for training and communicating from her. Other students considered the presence of the instructor beside them, especially during lower-level terms (such as the third and fourth levels), as an important factor in increasing their self-confidence. In their opinion, the instructors’ presence prevented students from being left behind, wandering around in units and wasting their apprenticeship hours. In this regard, one fourth-term student said: In my opinion, instructors accompanying their students is very good; if a student sees his/her master beside him/her, his/her confidence goes up, and in case of doing something wrong, he/she would be assured that there is somebody who can help and troubleshoot. In this study, expectations regarding the constant presence of the clinical instructor were found to vary among students of different college years. The presence of the instructor was mentioned by lower-year students as © 2013 Wiley Publishing Asia Pty Ltd

something that increased confidence, whereas upper-year students preferred the clinical instructor to supervise indirectly. In fact, there was no significant discrepancy in students’ expectations. However, there was variation in whether students expected instructors to be constantly present or to supervise indirectly without being regularly present. For some upper-term students, perpetual presence and constant control on the part of instructors caused anxiety and reduced their self-confidence. In this regard, a seventh-term student said: I like to see my instructor beside me whenever needed but not everywhere . . . when your master keeps checking your work all the time, you feel that nobody trusts you. Moreover, it is likely that you’ll make a mess.

Evaluation based on appropriate criteria According to students in this study, other important factors in creating an effective apprenticeship include emphasis being placed by the professor on cases related to clinical work, relevant assignments being given for apprenticeship and students being evaluated on the basis of their performance in the clinical environment. The participants believed that there was a difference between the theoretical learning in their classrooms and their apprenticeship work; moreover, they expected that evaluations would be completed based on their performance in the clinical environment. In my opinion, there should be a difference between theoretical class and apprenticeship in hospital, so that we can observe the things we have learned in classes and enact what we have learned theoretically (eighth-term nursing student). About the appropriateness of the basis of evaluation, a seventh-term nursing student said: In eye unit our time was only spent on making PowerPoints for presenting material and translating papers. In fact, we did not do anything relevant to clinical work; I think that there is no difference between apprenticeship and theoretical class.

Having specialized instructors Based on participants’ responses, instructors’ proficiency in and mastery of the subject of the apprenticeship has an important role in clinical education. In other words, they considered that apprenticeships in units in which working nurses assumed the instructor role were more useful than

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apprenticeships with instructors who were unfamiliar with their units. The participants considered instructors’ specializations and work record as important factors that could increase their learning. The participants believed that unit nurses who were selected as instructors provided a better and more effective apprenticeship for students because of their higher mastery over the unit. I prefer my instructor to have been selected from among the unit nurses. For instance, my instructor last term was head nurse of the ICU, and she had complete mastery of diseases and the equipment in units, and she also had unlimited authority as the head nurse and could do almost any work, while other professors have to do a tremendous amount of coordination (seventh-term nursing student). In this regard, one of the fifth-term students said: The instructors employed by the university for conducting students’ apprenticeships do not do anything special; they go to conduct apprenticeship in oncology unit and another day, they go to conduct apprenticeship in neurology unit; they do not have any specialty, which is crucial for our learning.

Instructors’ knowledge and motivation The participants felt that having knowledge and experience and being interested in the nursing profession were among the most important factors necessary for instructors to provide an effective apprenticeship. Simply put, they stated that instructors who have good knowledge and positive attitudes towards the nursing profession and have clinical experience in a hospital environment are more successful in providing an effective apprenticeship. In addition, they considered instructors with up-to-date knowledge to be effective in responding to students’ questions, which can lead to an effective apprenticeship. Throughout the last two terms of our apprenticeship, we had an instructor who performed well with patients. In other words, once a patient asked a question, he was so knowledgeable and explained so well that patients respected him more than [they respected] the unit personnel, and we also had a lot of pride for him (fifth-term nursing student). It is very good to see instructors respecting their profession. However, some of them do not have any interest in nursing, and one says to oneself that this professor is not the one with

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whom one can communicate to improve one’s scientific aptitude (seventh-term nursing student).

DISCUSSION Through examining the first theme, instructors’ communication skills and their ability to create an interactive and friendly atmosphere in the classroom environment were found to be influential in bringing an effective clinical apprenticeship into existence. Having a positive attitude in the clinical environment is among the fundamental factors in increasing students’ willingness to learn and improving the quality of their learning. In addition, the communication skills of clinical education instructors are of paramount importance.6 The results of the study by Spurr et al. indicated that valuing students as learners and as members of the nursing team plays an important role in empowering and increasing their self-confidence.21 Clinical instructors’ support and communication skills are of great importance. Moreover, the results of the study by Makarem et al.8 demonstrated a relationship between the effectiveness of clinical instructors’ behaviour and students’ learning outcomes. In this study, instructor behaviours that students found effective in clinical training included flexibility, interactive discourse, giving effective feedback and valuing learners’ progress.8 Furthermore, students expressed that receiving negative comments in a patient’s room or in the presence of other students discouraged them and decreased their motivation and self-confidence. One of the important factors in creating an effective education environment is the behaviour of the training instructor in giving appropriate feedback with a friendly demeanour at an appropriate time and in a private place.13 The results of the study by Li also show that the most effective behaviours of preceptors in clinical education include clearly explaining the study topic, correcting students’ mistakes and refraining from commenting negatively to a student in front of others.14 In investigating the second theme of the study, it was found that students expected incorporation of both theory and practice during clinical apprenticeships. Students deemed the presence of an instructor beside them, as a model for correct learning of the practical skills, crucial. In addition, students felt that when instructors in clinical settings reminded them how to use the important skills and knowledge they learned in the classroom, it led to effective learning. Nursing education is often based on a close relationship between theoretical teaching and © 2013 Wiley Publishing Asia Pty Ltd

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practical experience. The results of the study by Brugnolli et al. indicated that strategies and approaches applied during clinical education have been diverse and encompassed different outcomes; some have not focused on reflective learning, and others have focused on learning of technical skills.7 In this regard, Benner et al. believe that gaining clinical experience and concentrating on the acquired principles are important parts of nursing education that act as a basis for avoiding a gap between theory and practice.22 In this area, students felt that performancebased evaluations and application of knowledge in clinical environments were the most important factors. The process of evaluating students in the clinical environment is complex and includes assessing their clinical merits, offering a risk-free opportunity to perform and assessing whether they apply the acquired knowledge, skill and attitudes in conjunction with their clinical performance.23,24 Giving feedback to students and evaluating them based on the specified objectives in clinical education settings are among the important factors for achieving effective clinical education.7 The results of the study by Khosravi, Pazargadi and Ashktorab also indicated that a lack of attention in the empirical evaluation of students during their clinical performance and their participation in self-evaluation based on prespecified objectives are challenges for clinical evaluation of nursing students in Iran.25 Under the third theme, one of the most important expectations of students was that their instructor should possess knowledge and skill in clinical training. They considered the instructor’s having knowledge and sufficient skill as necessities of an effective clinical education. In this regard, the results of the study by Kelly13 indicated that the knowledge of the clinical instructor, including content knowledge as well as adequate knowledge about adult education, is an important factor in creating an effective educational environment. The cooperation and coordination between the clinical environment and the university play important roles in improving learners’ clinical education as well. Close incorporation of theory and practice and interaction between academic instructors and clinical staff are important factors in effective learning for students in clinical environments.26 Supervision by a nursing staff, along with supplementary education by academic instructors, plays an important role in improving the learning and satisfaction of students in the clinical environment.27 In addition, Delaram claims that an important factor for students’ success during their clinical education © 2013 Wiley Publishing Asia Pty Ltd

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is the presence of professionally motivated, experienced instructors.28

CONCLUSION The results of this study indicate that nursing mentors in the clinical environment have an important role in creating an effective education and clinical experience and should strive to develop their knowledge and behaviours. The findings of this study suggest that nursing instructors in clinical environments must be able to improve students’ theoretical and clinical knowledge and be equipped with appropriate communication skills for interacting with students. Therefore, the researchers propose further studies for investigating the process of creating an effective apprenticeship environment in clinical settings. Furthermore, conducting another study for exploring the viewpoints of clinical instructors on effective apprenticeship would be helpful. With regard to the results of this study, it is crucial to pay more attention to the requisite criteria for employing nursing faculty members, which are clinical experience and knowledge mastery.

ACKNOWLEDGEMENTS The authors would like to thank the nursing students for their sincere cooperation during the different stages of this study.

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7 Brugnolli A, Perli S, Viviani D, Saiani L. Nursing student perceptions of tutorial strategies during clinical learning instruction: A descriptive study. Nurse Education Today 2010; 31: 152–156. 8 Makarem S, Dumit NY, Adra M, Kassak K. Teaching effectiveness and learning outcomes of baccalaureate nursing students in critical care practicum: A Lebanese experience. Nursing Outlook 2001; 49: 43–49. 9 Tiwari A, Lam D, Yuen KH, Chau R, Tracy F. Student learning in clinical nursing education. Nurse Education Today 2005; 25: 299–308. 10 Reilly BM. Inconvenient truths about effective clinical teaching. Lancet 2007; 370: 705–711. 11 Brown T, Williams B, McKenna L et al. Practice education learning environments: The mismatch between perceived and preferred expectations of undergraduate health students. Nurse Education Today 2011; 31: 22– 28. 12 Jones CB, Sambrook S, Irvine F. Empowerment and being valued: A phenomenological study of nursing students’ experiences of clinical practice. Nurse Education Today 2011; 31: 368–372. 13 Kelly C. Students’ perceptions of effective clinical teaching revisited. Nurse Education Today 2007; 27: 885–892. 14 Li MK. Perception of effective clinical teaching behaviors in a hospital based nurse training program. Journal of Advanced Nursing 1997; 26: 1252–1261. 15 Cholowski K. Nursing students’ and clinical educators’ perceptions of characteristics of effective clinical educators in an Australian university school of nursing. Journal of Advanced Nursing 2002; 39: 412–420. 16 Thorne S. Interpretive Description. Walnut Creek, CA, USA: Left Coast Press, 2008. 17 Holloway I. Why qualitative research in the health professions? In: Holloway I (ed.). Qualitative Research in Health Care, 1st edn. Berkshire, UK: Open University Press, 2005; 240–255.

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18 Streubert HJ, Carpenter DR. Qualitative Research in Nursing. Philadelphia, PA, USA: Lippincott Williams & Wilkins, 2007. 19 Wamboldt BD. Content analysis: Method, applications and issues. Health Care for Women International 2010; 13: 313– 321. 20 Polit DF, Beck CT. Nursing Research: Principles and Methods. Philadelphia, PA, USA: Lippincott Williams & Wilkins, 2003. 21 Spurr S, Bally J, Ferguson L. A framework for clinical teaching: A passion-centered philosophy. Nurse Education in Practice 2010; 10: 349–354. 22 Benner P, Sutphen M, Leonard V, Day L. Educating Nurses: A Call for Radical Transformation. San Francisco, CA, USA: Jossey-Bass, 2010. 23 Arcand LL, Neumann JA. Nursing competency assessment across the continuum of care. Journal of Continuing Education in Nursing 2005; 36: 247–254. 24 Edward PA, Davis CR. Internationally educated nurses’ perceptions of their clinical competence. Journal of Continuing Education in Nursing 2006; 37: 265–269. 25 Khosravi SH, Pazargadi M, Ashktorab T. Nursing students’ viewpoints on challenges of student assessment in clinical settings: A qualitative study. Iranian Journal of Medical Education 2011; 7: 735–747. 26 Lofmark A, Thorkildsen K, Raholm MB, Natvige GK. Nursing students’ satisfaction with supervision from preceptors and teachers during clinical practice. Nurse Education in Practice 2012; 12: 164–169. 27 Hallin K, Danielson E. Preceptoring nursing students: Registered nurses’ perceptions of nursing students’ preparation and study approaches in clinical education. Nurse Education Today 2010; 30: 296–302. 28 Delaram M. Clinical education from the viewpoints of nursing and midwifery students in Shahrekord University of Medical Sciences. Iranian Journal of Medical Education 2006; 6: 129–134.

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Nursing students' expectations regarding effective clinical education: a qualitative study.

This study aimed to describe the expectations of Bachelor of Science nursing students regarding what constitutes an effective clinical education. In t...
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