Abstract
The nurse teachers tried to have a complete understanding of the educational contents, to transfer knowledge to nursing students better, and to facilitate the process of education. The purpose of this study was to explore the lived experiences of Iranian nursing students regarding the characteristics of academic nurse teachers. In this hermeneutic phenomenological study, data were collected via in-depth, semi-structured interviews with 12 Iranian nursing students and the audio-taped and transcribed interviews analyzed according to Van Manen´s method. The main theme emerged during data analysis, was “humanistic approach to nursing education”. The theme was extracted from 2 sub-themes including ‘ethical necessities’ and ‘effective interaction’. The findings present greater understanding of humanistic approach to nursing education.
Highlights
Education consists of basic efforts to empower individuals with knowledge in order to prepare them for future and to provide an infrastructure for lifestyle in human society
The lived experiences of nursing students showed that the main theme of “humanistic approach to nursing education” was emerged of two sub-themes including the “ethical necessities” and “effective interaction”
Our participants emphasized the importance of ethical aspects in nursing education and mentioned a teacher’s morality as one of the characteristics of academic nurse teachers
Summary
Education consists of basic efforts to empower individuals with knowledge in order to prepare them for future and to provide an infrastructure for lifestyle in human society. Universities play a significant role in providing training services, which suits the expectations of society and in producing educational services. In this regard, teachers play a specific role in students’ learning and obtaining academic achievements. Nursing education is the basic course of medical sciences education in Iran (Jahanpour et al, 2010). In Iran undergraduate nursing students should pass 135 units including 26 basic sciences course units, 20 general course units, and 89 specialized course units for getting bachelor’s degree (Borhani et al, 2010).In this regard, most of the Iranian nurse teachers have a Master’s degree or PhD in nursing (Emamzadeh Ghasemi et al, 2014). The close relationship between nurse teacher and student may affect the quality of nursing education (Vaismoradi & Parsa-Yekta, 2011), and active involvement of both teacher and student is necessary for effective nursing education in Iran (Hossein et al, 2010)
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