Vaccination learning experiences of nursing students: a grounded theory study

被引：3

作者：

Ildarabadi, Eshagh ^{[1
]}

Moonaghi, Hossein Karimi ^{[2
,3
]}

Heydari, Abbas ^{[2
,3
]}

Taghipour, Ali ^{[4
]}

Abdollahimohammad, Abdolghani ^{[5
]}

机构：

[1] Esfarayen Fac Med Sci, Dept Nursing, Esfarayen, Iran

[2] Mashhad Univ Med Sci, Sch Nursing & Midwifery, Dept Med Surg Nursing, Evidence Based Care Res Ctr, Mashhad, Iran

[3] Mashhad Univ Med Sci, Fac Med, Dept Med Educ, Mashhad, Iran

[4] Mashhad Univ Med Sci, Fac Hlth, Dept Biostat, Mashhad, Iran

[5] Zabol Univ Med Sci, Nursing & Midwifery Sch, Dept Nursing, Zabol, Iran

来源：

JOURNAL OF EDUCATIONAL EVALUATION FOR HEALTH PROFESSIONS | 2015年 / 12卷

关键词：

Grounded theory; Iran; Problem-based learning; Nursing students; Vaccination;

D O I：

10.3352/jeehp.2015.12.29

中图分类号：

G40 [教育学];

学科分类号：

040101 ; 120403 ;

摘要：

Purpose: This study aimed to explore the experiences of nursing students being trained to perform vaccinations. Methods: The grounded theory method was applied to gather information through semi-structured interviews. The participants included 14 undergraduate nursing students in their fifth and eighth semesters of study in a nursing school in Iran. The information was analyzed according to Strauss and Corbin's method of grounded theory. Results: A core category of experiential learning was identified, and the following eight subcategories were extracted: students' enthusiasm, vaccination sensitivity, stress, proper educational environment, absence of prerequisites, students' responsibility for learning, providing services, and learning outcomes. Conclusion: The vaccination training of nursing students was found to be in an acceptable state. However, some barriers to effective learning were identified. As such, the results of this study may provide empirical support for attempts to reform vaccination education by removing these barriers.

引用

页数：5

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