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Introduction: Undergraduate nursing students often work part-time or even full-time while studying at university completing their bachelor's degrees. The aim of this study is to explain the meaning of the lived experiences of nursing students working as students in clinical field. Methods: A phenomenological study was conducted at the nursing and midwifery school of Tabriz, Iran. Purposefully, 20 baccalaureate nursing students with experience working as student worker nurses were recruited. The sample size was determined according to data saturation. Semi-structured, face-to-face interviews were held with the participants over 3 months (April 2020 to June 2020), and Van Manen's hermeneutic phenomenological approach was used to analyze the data. Results: Five main themes extracted from the data analysis, including "students' clinical competency", "nurse-student relationships", "shift work", "mislearning", and "chaotic wards". A further 12 sub-themes extracted under the five main themes. Conclusion: The work of nursing students in clinical environments as student worker nurses is a two-dimensional phenomenon with advantages and disadvantages. The benefits are improving the nursing students' clinical and communication skills, increasing their self-confidence, learning and practicing discipline and nursing responsibilities, and the disadvantages are facing reality shock stress, and mislearning. [ABSTRACT FROM AUTHOR]

Background. Clinical environments create unpredictable conditions that affect the professional excellence of learners. This study aimed to explore and elucidate the lived experiences of clinical lecturers in creating a supportive learning environment necessary for developing the professional identity of medical students. Methods. To conduct this qualitative study, a conventional content analysis approach was adopted. The data were collected by conducting semi-structured interviews with clinical instructors and students of medical sciences, which continued until data saturation was reached. Four criteria of credibility, confirmability, dependability, and transferability were adopted to maintain the study's trustworthiness, and MAXQDA 10 software was used for data management. The interviews were analyzed employing the content analysis method. Results. Three themes were extracted and listed under the headings of "Clinical Professor as an architect of a learning environment", "creating a supportive atmosphere", and "a holistic view of the education process and students' needs" based on the results from the interview analyses. Conclusion. Clinical educators may pay special attention to the students' needs and provide them with appropriate learning opportunities to shape their professional identity, show their respect for professional values by creating a supportive atmosphere, concentrate their attention on different human dimensions, and show their respect for the principles of conduct and professional obligations. Clinical educators, as professional advisors and role models, may have also helped the students improve their metacognitive skills and enhance their professional competence. [ABSTRACT FROM AUTHOR]

Background: Nursing interns often face the serious challenges and stress of clinical training. Identifying effective strategies in reducing medical errors can improve student performance and decrease patient risk and injury from errors. The purpose of this study was to identify strategies to prevent medical errors by nursing interns in Medical Universities in Sistan and Baluchistan, Southeast of Iran. Methods: This is a qualitative study using a content analysis approach. Purposive sampling was used. The study was conducted in 3 medical universities. Ten nursing interns participated in this study. Open-ended, semi-structured, and face-to-face, interviews were used to explore the experience of nursing interns about strategies to prevent medical errors during their internship. Results: Findings include 20 subcategories, 6 categories and one theme. The main theme is "strategies to prevent medical errors during internship". Six categories included "strategies to prevent medical errors during internship". These included "Professional acceptance and support", "Revision of the implementation of the educational curriculum", "Retraining courses for challenging skills", "Creating learning opportunities" "Professionalization", and "Facilities and requirements". Conclusions: Preventing medical errors requires different strategies before and during nursing internship. Error prevention strategies include retraining and preparatory courses for challenging areas, evaluation of students' performance, and accepting students as members of the health care team, respecting and supporting them and protecting their rights. Learning from medical errors, analysis and reflection on errors should be part of the curriculum during the internship. [ABSTRACT FROM AUTHOR]

As an important professional value, dignity has always been an ethical concern in nursing education and practice. However, the dignity of nursing students in clinical environments has remained a little-discussed topic. This study aims to explore and describe nursing students' dignity in clinical learning environments. This study is a qualitative descriptive work in which data were collected via semi-structured, in-depth, individual interviews and subsequently analyzed according to conventional content analysis. Based on the inclusion criteria of the study, nursing students were selected from different departments of university hospitals in the south of Iran from October 2019 to December 2020 (n = 21). Sampling continued to the point of data saturation. This study has been approved by the institutional review board of the university. Two themes emerged from the data collected in the interviews: trust-based relationships and formation of professional identity. The findings of the study show that nursing students need to be supported by their instructors and perceive that the personnel and patients believe in their ability. In an effectively supportive, trust-based atmosphere, these factors can contribute to maintaining nursing students dignity. Also, showing respect for their personal identity, projecting a positive image of nursing, and giving them authority to perform executive and clinical tasks in hospital departments play a major role in the formation of nursing students' professional identity and development of their dignity. Accordingly, it is recommended that in cultural contexts and clinical learning environments, more attention should be given to nursing students' dignity. [ABSTRACT FROM AUTHOR]

Aim: The aim of this study was to identify the ethical challenges of novice nurses in the first year of clinical practice. Background: Novice nurses experience a lot of ethical complications in the clinical workplace, especially in the first year of clinical practice. These ethical challenges are scarcely studied. Methods: Current research was a descriptive qualitative study conducted on twelve novice nurses in educational hospitals affiliated to Arak University of Medical Sciences (from August to December 2018)in Iran. Data were collected through semi‐structured in‐depth interviews, and informed consent was obtained from all participants. Data were analysed using content analysis. Results: A total of 12 nurses participated, the majority of whom were female (8; 66.6%), and their average age was 23.6 years. Findings of this study revealed four main themes: patient: the forgotten part, exposure to inequalities, inattention to professional ethics and facing a state of quandary. Several sub‐themes also appeared in this study. Conclusion: These findings can reveal a clear picture of the ethical challenges of novice nurses in Iran. They can be used as a guidance for managers, authorities and nursing stakeholders in order to protect and support these nurses. Further research on each concept is suggested. Implications for nursing and health policy: These findings can be used to inform nursing education, research, management and clinical practice. Meanwhile, the results of this study may be used to formulate a strategy for training nursing managers in order to protect and support the next generation of nurses. [ABSTRACT FROM AUTHOR]

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Aim: This study aimed to conceptualize and explain the core clinical competencies of nursing students in Iran. Background/Introduction: Despite the national and international efforts to modify nursing curricula such that the students' clinical competencies are improved, there is still a widespread concern about this issue, perhaps due to the impact of factors other than the curriculum itself, such as the lack of a clear definition for the concept of clinical competency and its main components in nursing students. Methods: This qualitative study was conducted using conventional content analysis. The participants were selected through purposive sampling and included 14 senior students of bachelor of nursing, four nurses working in teaching hospitals and six clinical instructors. Individual semi‐structured interviews were used for data collection. After recording and transcribing the interviews, content analysis was used to extract the concepts. Findings: The main theme of the study was 'multidimensionality of the concept of clinical competency,' which had six main categories, namely 'adoption of and adaptation with the nursing practice,' 'nursing knowledge,' 'self‐direction in clinical learning,' 'patient care skills,' 'professional ethics' and 'the development of professional behaviours.' Discussion/Conclusion: Clinical competency and its dimensions among students comprise a multidimensional concept. Having a clear and comprehensive understanding of this concept and focusing on its core axes may be the most important step in improving students' clinical competency. Implications for nursing, health and education policy: Policymakers and nursing education authorities can identify the problems existing in the students' clinical competency and provide them with practical solutions for a standard professional education through a clear understanding of the concept of clinical competency and its dimensions. [ABSTRACT FROM AUTHOR]

Background: Nursing students experience ethical conflicts and challenges during their clinical education. These may lead to moral distress and disturb the learning process. Objectives: This study aimed to explore and to evaluate the nursing students' ethical challenges in the clinical settings in Iran. Research design: This was a mixed-methods study with an exploratory sequential design. Participants and research context: A total of 37 and 120 Iranian nursing students participated in the qualitative and quantitative phases, respectively. Ethical considerations: The ethical committee of Kerman University of Medical Sciences, Iran, approved the protocol of the study. Findings: Three main categories were extracted from qualitative data including Low attention of nurses to the patients' preferences; Lack of authority; and Inadequate support. A total of 97% of the students had more than one ethical challenge in clinical settings and 48% of them stated that their challenges did not resolve. The total score of perceived ethical challenges was 62.03 ± 9.17, which was moderate. The highest mean score related to the "Low attention of nurses to the patients' preferences" subscale. Discussion: The finding confirmed most of the existing results of other international researches about the frequency and kinds of baccalaureate nursing students' ethical challenges. Conclusion: Identifying student ethical challenges helps teachers to manage their clinical learning process better. This study may provide a view for the nurses, clinical educators, and managers toward nursing students' ethical challenges and their impact on nursing students' clinical experiences. [ABSTRACT FROM AUTHOR]