[Home ] [Archive]   [ فارسی ]  
:: Main :: About :: Current Issue :: Archive :: Search :: Submit :: Contact ::
:: Volume 3, Number 3 (Autumn 2014) ::
Journal of Clinical Nursing and Midwifery 2014, __VOLUME_4_(_3_ISSUE__): 1-15 Back to browse issues page
Damaged professional identity as a barrier to Iranian nursing students’ clinical learning: a qualitative study
Shahram Baraz-Pordanjani, Robabeh Memarian *, Zohreh Vanaki
Assistant professor Department of Nursing, Faculty of Medical Sciences, Tarbiat Modares University, Tehran, Iran , memari_r@modares.ac.ir
Abstract:   (9852 Views)
Background and aims: Damaged nurses’ professional identity is caused dissatisfaction for nursing students in learning environment. Then, their behavioral disorders will be weak clinic care function, motivation decrease, a little attempting for learning in nursing care and a low pleasure in learning environment. The aim of this study was to explore the effects of professional identity on nursing students’ clinical learning. Methods: In this analytic-discriptive study, a purposive sample of 25 nursing students was selected from the Faculty of Nursing and Midwifery of Tehran and Shahid Beheshti Universities. Data were collected using the semi- structured interview method. Study data were analyzed by employing the conventional qualitative content analysis approach. Results: The current findings fell into one main theme entitled damaged professional identity. This theme consisted of two categories: ‘trampled individual and social status’ and ‘nurses’ inability to make their voices heard’. Conclusion: Nursing educators and managers can use the study findings to develop strategies for promoting students professional identity and clinical learning using damaged professional identity model.
Keywords: Social Identity, Care function, Nursing students, Learning, Individual and social status
Full-Text [PDF 184 kb]   (2384 Downloads)    
Type of Study: Orginal Article | Subject: Special
Received: 2014/04/13 | Accepted: 2014/06/15 | Published: 2014/07/28
Send email to the article author

Add your comments about this article
Your username or email:

Write the security code in the box >



XML   Persian Abstract   Print


Download citation:
BibTeX | RIS | EndNote | Medlars | ProCite | Reference Manager | RefWorks
Send citation to:

Baraz-Pordanjani S, Memarian R, Vanaki Z. Damaged professional identity as a barrier to Iranian nursing students’ clinical learning: a qualitative study. Journal of Clinical Nursing and Midwifery. 2014; 3 (3) :1-15
URL: http://jcnm.skums.ac.ir/article-1-101-en.html
Volume 3, Number 3 (Autumn 2014) Back to browse issues page
مجله بالینی پرستاری و مامایی Journal of Clinical Nursing and Midwifery
Persian site map - English site map - Created in 0.048 seconds with 797 queries by yektaweb 3506