Yousef Haghighi Moghadam
1,2, Foroozan Atashzadeh-Shoorideh
1*, Abbas Abbaszadeh
3, Aram Feizi
21 1Department of Nursing Management, Nursing and Midwifery Faculty, Shahid Beheshti University of Medical Sciences, Tehran, Iran 2Department of Medical -Surgical Nursing, Nursing and Midwifery Faculty, Urmia University of Medical Sciences, Urmia, Iran
2 2Department of Medical -Surgical Nursing, Nursing and Midwifery Faculty, Urmia University of Medical Sciences, Urmia, Iran
3 3Department of Medical-Surgical Nursing, Nursing and Midwifery Faculty, Shahid Beheshti University of Medical Sciences, Tehran, Iran
4 4Department of Medical -Surgical Nursing, Nursing and Midwifery Faculty, Tabriz University of Medical Sciences, Tabriz, Iran
Abstract
Introduction: Clinical education is the core component of nursing
education. PhD graduated nurses who are faculty members can play a main role
in clinical instruction. However, there is not clear understanding about the
challenges which they may encounter for accepting their role as clinical
educator. The aim of this study was to explore the challenges of role
acceptance by PhD aduated nurses who are faculty members.
Methods: In this qualitative exploratory study a total of 13
participants (8 PhD graduated in nursing, 3 head of departments of nursing,
one educational vice chancellor of nursing school, and one nurse) were selected
by purposive sampling method. Data were collected by semi-structured, face to
face interview and analyzed by conventional content analysis approach
developed by Graneheim and Lundman.
Results: The
main theme emerged from data analysis was “identity threat”. This theme had
five categories including expectations beyond ability, lack of staff’s rely
on the performance of PhD graduated nurses, poor clinical competencies,
doubtfulness, and obligation.
Conclusion: PhD graduated
nurses experienced some worries about their role as clinical educators and
argued that they have not been prepared for their role. Therefore, policy
makers and authorities of nursing schools should support PhD graduated nurses
for accepting their new roles as clinical educators. Moreover, some changes
in nursing PhD curriculum is needed to improve the clinical competencies of
PhD graduated and prepare them for their role as a clinical educator.