Abstract
Background: Knowledge acquisition, as a part of knowledge management, plays a valuable role in nursing education. Hence, the education system seeks strategies that allow nursing faculty members and students to acquire knowledge and build experiences. The present study explores the process of acquiring knowledge in nursing education. Methods: In this study, which was carried out in Mashhad School of Nursing and Midwifery,Iran, the grounded theory (GT) method proposed by Strauss and Corbin was used. Data were collected through 29 semi-structured interviews, including 17 interviews with faculty members and 12 interviews with nursing students using purposeful and theoretical sampling. Using Strauss and Corbin’s method, the data were compared partially, deeply, and persistently. Results: The main concern of this study was a knowledge deficit in clinic knowledge by nursing students, which seems to indicate a shortage in learning and acquiring knowledge. The core category was the relative acquisition of knowledge of nursing which is not advanced. Within a context of relative dynamism, factors that facilitate or constrain knowledge acquisition were examined within a process of the acquisition of theoretical knowledge and its application to clinical nursing knowledge along with nursing experience. The consequence is expected to bean improvement in nursing knowledge among nursing students in clinical practice Conclusion: Acquiring up-to-date and advanced nursing knowledge is essential in the development process. It is necessary to encourage the acquisition of knowledge, which primarily includes knowledge acquisition in the mission and strategic planning of nursing education.As a result, there should be operational planning for improvements in the gain of practical knowledge.
Highlights
Universities and research institutes are academic communities that play a vital role in the creation and transmission of scientific knowledge
This study aimed to explore the process of knowledge acquisition among nursing students in nursing education
The grounded theory (GT) approach was selected for its usefulness in describing and understanding key social, psychological, and structural processes that occur in social situations along with knowledge acquisition process
Summary
Universities and research institutes are academic communities that play a vital role in the creation and transmission of scientific knowledge. They are fundamental resources[1] for social progress and development through knowledge management (KM). The education system seeks strategies that allow nursing faculty members and students to acquire knowledge and build experiences. The present study explores the process of acquiring knowledge in nursing education. The consequence is expected to be an improvement in nursing knowledge among nursing students in clinical practice Conclusion: Acquiring up-to-date and advanced nursing knowledge is essential in the development process. There should be operational planning for improvements in the gain of practical knowledge
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