Teaching Style in Clinical Nursing Education: A Qualitative Study of Iranian Teachers' Experiences

2.50
Hdl Handle:
http://hdl.handle.net/10755/150476
Type:
Presentation
Title:
Teaching Style in Clinical Nursing Education: A Qualitative Study of Iranian Teachers' Experiences
Abstract:
Teaching Style in Clinical Nursing Education: A Qualitative Study of Iranian Teachers' Experiences
Conference Sponsor:Sigma Theta Tau International
Conference Year:2008
Author:Karimi Moonaghi, Hossein
P.I. Institution Name:Mashhad University of Medical Sciences
Title:Senior Lecturer
Co-Authors:Fatemeh Dabbaghi, PhD; Seid Fatemeh Oskouie, PhD; Katri Vehvilainen-Julkunen, PhD, RN, RM, FEANS; Tahereh Binaghi, BS
[Research Paper or Poster Presentation] Introduction and purpose: There are many studies about nursing clinical settings and their problems, but the teaching style as a whole has not been studied. Therefore, this study aimed to explore nursing teachers' perceptions about teaching style in the clinical settings in Iran. Method: A grounded theory approach was used to conduct this study. Fifteen nursing teachers were interviewed individually, 2006-2007. The interviews were tape-recorded and later transcribed verbatim. The transcriptions were analyzed using Strauss and Corbin's method. Results: Three main and twelve sub themes emerged from data and these could explain the nature of the teaching style in clinical settings. The main themes included: multiplicity in teaching style, nature of clinical teaching, and control and adaptation in education atmosphere. Multiplicity in teaching style was the dominant concept in this study. Each teacher had a personal and individualized style which was flexible according to the situation, type of the skill (content), education environment and facilities, and level of the learner. Conclusion: Although the phenomenon of teaching style is complex, this study has discovered many of its aspects, rules and principles. Applications of findings and further research into the themes of this study are recommended in nursing and health care.
Repository Posting Date:
26-Oct-2011
Date of Publication:
17-Oct-2011
Sponsors:
Sigma Theta Tau International

Full metadata record

DC FieldValue Language
dc.typePresentationen_GB
dc.titleTeaching Style in Clinical Nursing Education: A Qualitative Study of Iranian Teachers' Experiencesen_GB
dc.identifier.urihttp://hdl.handle.net/10755/150476-
dc.description.abstract<table><tr><td colspan="2" class="item-title">Teaching Style in Clinical Nursing Education: A Qualitative Study of Iranian Teachers' Experiences</td></tr><tr class="item-sponsor"><td class="label">Conference Sponsor:</td><td class="value">Sigma Theta Tau International</td></tr><tr class="item-year"><td class="label">Conference Year:</td><td class="value">2008</td></tr><tr class="item-author"><td class="label">Author:</td><td class="value">Karimi Moonaghi, Hossein</td></tr><tr class="item-institute"><td class="label">P.I. Institution Name:</td><td class="value">Mashhad University of Medical Sciences</td></tr><tr class="item-author-title"><td class="label">Title:</td><td class="value">Senior Lecturer</td></tr><tr class="item-email"><td class="label">Email:</td><td class="value">karimih2001@yahoo.com</td></tr><tr class="item-co-authors"><td class="label">Co-Authors:</td><td class="value">Fatemeh Dabbaghi, PhD; Seid Fatemeh Oskouie, PhD; Katri Vehvilainen-Julkunen, PhD, RN, RM, FEANS; Tahereh Binaghi, BS</td></tr><tr><td colspan="2" class="item-abstract">[Research Paper or Poster Presentation] Introduction and purpose: There are many studies about nursing clinical settings and their problems, but the teaching style as a whole has not been studied. Therefore, this study aimed to explore nursing teachers' perceptions about teaching style in the clinical settings in Iran. Method: A grounded theory approach was used to conduct this study. Fifteen nursing teachers were interviewed individually, 2006-2007. The interviews were tape-recorded and later transcribed verbatim. The transcriptions were analyzed using Strauss and Corbin's method. Results: Three main and twelve sub themes emerged from data and these could explain the nature of the teaching style in clinical settings. The main themes included: multiplicity in teaching style, nature of clinical teaching, and control and adaptation in education atmosphere. Multiplicity in teaching style was the dominant concept in this study. Each teacher had a personal and individualized style which was flexible according to the situation, type of the skill (content), education environment and facilities, and level of the learner. Conclusion: Although the phenomenon of teaching style is complex, this study has discovered many of its aspects, rules and principles. Applications of findings and further research into the themes of this study are recommended in nursing and health care.</td></tr></table>en_GB
dc.date.available2011-10-26T10:34:04Z-
dc.date.issued2011-10-17en_GB
dc.date.accessioned2011-10-26T10:34:04Z-
dc.description.sponsorshipSigma Theta Tau Internationalen_GB
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