{"title":"打破使用护理程序的禁忌：护理专业师生的生活经验。","authors":"Amir Shahzeydi, Parvaneh Abazari, Fatemeh Gorji-Varnosfaderani, Elaheh Ashouri, Shahla Abolhassani, Fakhri Sabohi","doi":"10.1186/s12912-024-02233-z","DOIUrl":null,"url":null,"abstract":"<p><strong>Background: </strong>Despite the numerous advantages of the nursing process, nursing students often struggle with utilizing this model. Therefore, studies suggest innovative teaching methods to address this issue. Teaching based on real clinical cases is considered a collaborative learning method that enhances students' active learning for the development of critical thinking and problem-solving skills. In this method, students can acquire sufficient knowledge about patient care by accessing authentic information.</p><p><strong>Objective: </strong>The aim of the present study was to investigate the experiences of nursing students and faculty members regarding the implementation of nursing process educational workshops, based on real case studies.</p><p><strong>Design: </strong>A qualitative descriptive study.</p><p><strong>Participants: </strong>9 Nursing students and 7 faculty members from the Isfahan School of Nursing and Midwifery who attended the workshops.</p><p><strong>Methods: </strong>This qualitative descriptive study was conducted from 2021 to 2023. Data was collected through semi-structured individual and focus group interviews using a qualitative content analysis approach for data analysis.</p><p><strong>Results: </strong>After analyzing the data, a theme titled \"Breaking Taboos in the Nursing Process\" was identified. This theme consists of four categories: \"Strengthening the Cognitive Infrastructure for Accepting the Nursing Process,\" \"Enhancing the Applicability of the Nursing Process,\" \"Assisting in Positive Professional Identity,\" and \"Facilitating a Self-Directed Learning Platform.\" Additionally, thirteen subcategories were obtained.</p><p><strong>Conclusion: </strong>The data obtained from the present study showed that conducting nursing process educational workshops, where real clinical cases are discussed, analyzed, and criticized, increases critical thinking, learning motivation, and understanding of the necessity and importance of implementing the nursing process. Therefore, it is recommended that instructors utilize this innovative and effective teaching method for instructing the nursing process.</p>","PeriodicalId":48580,"journal":{"name":"BMC Nursing","volume":null,"pages":null},"PeriodicalIF":3.1000,"publicationDate":"2024-09-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC11378630/pdf/","citationCount":"0","resultStr":"{\"title\":\"Breaking the taboo of using the nursing process: lived experiences of nursing students and faculty members.\",\"authors\":\"Amir Shahzeydi, Parvaneh Abazari, Fatemeh Gorji-Varnosfaderani, Elaheh Ashouri, Shahla Abolhassani, Fakhri Sabohi\",\"doi\":\"10.1186/s12912-024-02233-z\",\"DOIUrl\":null,\"url\":null,\"abstract\":\"<p><strong>Background: </strong>Despite the numerous advantages of the nursing process, nursing students often struggle with utilizing this model. Therefore, studies suggest innovative teaching methods to address this issue. Teaching based on real clinical cases is considered a collaborative learning method that enhances students' active learning for the development of critical thinking and problem-solving skills. In this method, students can acquire sufficient knowledge about patient care by accessing authentic information.</p><p><strong>Objective: </strong>The aim of the present study was to investigate the experiences of nursing students and faculty members regarding the implementation of nursing process educational workshops, based on real case studies.</p><p><strong>Design: </strong>A qualitative descriptive study.</p><p><strong>Participants: </strong>9 Nursing students and 7 faculty members from the Isfahan School of Nursing and Midwifery who attended the workshops.</p><p><strong>Methods: </strong>This qualitative descriptive study was conducted from 2021 to 2023. Data was collected through semi-structured individual and focus group interviews using a qualitative content analysis approach for data analysis.</p><p><strong>Results: </strong>After analyzing the data, a theme titled \\\"Breaking Taboos in the Nursing Process\\\" was identified. This theme consists of four categories: \\\"Strengthening the Cognitive Infrastructure for Accepting the Nursing Process,\\\" \\\"Enhancing the Applicability of the Nursing Process,\\\" \\\"Assisting in Positive Professional Identity,\\\" and \\\"Facilitating a Self-Directed Learning Platform.\\\" Additionally, thirteen subcategories were obtained.</p><p><strong>Conclusion: </strong>The data obtained from the present study showed that conducting nursing process educational workshops, where real clinical cases are discussed, analyzed, and criticized, increases critical thinking, learning motivation, and understanding of the necessity and importance of implementing the nursing process. Therefore, it is recommended that instructors utilize this innovative and effective teaching method for instructing the nursing process.</p>\",\"PeriodicalId\":48580,\"journal\":{\"name\":\"BMC Nursing\",\"volume\":null,\"pages\":null},\"PeriodicalIF\":3.1000,\"publicationDate\":\"2024-09-05\",\"publicationTypes\":\"Journal Article\",\"fieldsOfStudy\":null,\"isOpenAccess\":false,\"openAccessPdf\":\"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC11378630/pdf/\",\"citationCount\":\"0\",\"resultStr\":null,\"platform\":\"Semanticscholar\",\"paperid\":null,\"PeriodicalName\":\"BMC Nursing\",\"FirstCategoryId\":\"3\",\"ListUrlMain\":\"https://doi.org/10.1186/s12912-024-02233-z\",\"RegionNum\":2,\"RegionCategory\":\"医学\",\"ArticlePicture\":[],\"TitleCN\":null,\"AbstractTextCN\":null,\"PMCID\":null,\"EPubDate\":\"\",\"PubModel\":\"\",\"JCR\":\"Q1\",\"JCRName\":\"NURSING\",\"Score\":null,\"Total\":0}","platform":"Semanticscholar","paperid":null,"PeriodicalName":"BMC Nursing","FirstCategoryId":"3","ListUrlMain":"https://doi.org/10.1186/s12912-024-02233-z","RegionNum":2,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q1","JCRName":"NURSING","Score":null,"Total":0}
Breaking the taboo of using the nursing process: lived experiences of nursing students and faculty members.
Background: Despite the numerous advantages of the nursing process, nursing students often struggle with utilizing this model. Therefore, studies suggest innovative teaching methods to address this issue. Teaching based on real clinical cases is considered a collaborative learning method that enhances students' active learning for the development of critical thinking and problem-solving skills. In this method, students can acquire sufficient knowledge about patient care by accessing authentic information.
Objective: The aim of the present study was to investigate the experiences of nursing students and faculty members regarding the implementation of nursing process educational workshops, based on real case studies.
Design: A qualitative descriptive study.
Participants: 9 Nursing students and 7 faculty members from the Isfahan School of Nursing and Midwifery who attended the workshops.
Methods: This qualitative descriptive study was conducted from 2021 to 2023. Data was collected through semi-structured individual and focus group interviews using a qualitative content analysis approach for data analysis.
Results: After analyzing the data, a theme titled "Breaking Taboos in the Nursing Process" was identified. This theme consists of four categories: "Strengthening the Cognitive Infrastructure for Accepting the Nursing Process," "Enhancing the Applicability of the Nursing Process," "Assisting in Positive Professional Identity," and "Facilitating a Self-Directed Learning Platform." Additionally, thirteen subcategories were obtained.
Conclusion: The data obtained from the present study showed that conducting nursing process educational workshops, where real clinical cases are discussed, analyzed, and criticized, increases critical thinking, learning motivation, and understanding of the necessity and importance of implementing the nursing process. Therefore, it is recommended that instructors utilize this innovative and effective teaching method for instructing the nursing process.
期刊介绍：
BMC Nursing is an open access, peer-reviewed journal that considers articles on all aspects of nursing research, training, education and practice.
求助内容：
应助结果提醒方式：
京公网安备 11010802042870号
