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Journal of Caring Sciences
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Article History
Submitted: 23 Feb 2016
Revised: 06 Aug 2016
Accepted: 11 Aug 2016
First published online: 31 May 2017

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J Caring Sci. 2017;6(2):153-161 doi: 10.15171/jcs.2017.015

Challenges of PhD Graduated Nurses for Role Acceptance as a Clinical Educator: A Qualitative Study 

Original Research

Yousef Haghighi Moghadam 1,2, Foroozan Atashzadeh-Shoorideh 1 * , Abbas Abbaszadeh 3, Aram Feizi 2

1 1Department of Nursing Management, Nursing and Midwifery Faculty, Shahid Beheshti University of Medical Sciences, Tehran, Iran 2Department of Medical -Surgical Nursing, Nursing and Midwifery Faculty, Urmia University of Medical Sciences, Urmia, Iran
2 2Department of Medical -Surgical Nursing, Nursing and Midwifery Faculty, Urmia University of Medical Sciences, Urmia, Iran
3 3Department of Medical-Surgical Nursing, Nursing and Midwifery Faculty, Shahid Beheshti University of Medical Sciences, Tehran, Iran
4 4Department of Medical -Surgical Nursing, Nursing and Midwifery Faculty, Tabriz University of Medical Sciences, Tabriz, Iran



Abstract
Introduction: Clinical education is the core component of nursing education. PhD graduated nurses who are faculty members can play a main role in clinical instruction. However, there is not clear understanding about the challenges which they may encounter for accepting their role as clinical educator. The aim of this study was to explore the challenges of role acceptance by PhD aduated nurses who are faculty members. Methods: In this qualitative exploratory study a total of 13 participants (8 PhD graduated in nursing, 3 head of departments of nursing, one educational vice chancellor of nursing school, and one nurse) were selected by purposive sampling method. Data were collected by semi-structured, face to face interview and analyzed by conventional content analysis approach developed by Graneheim and Lundman. Results: The main theme emerged from data analysis was "identity threat". This theme had five categories including expectations beyond ability, lack of staff’s rely on the performance of PhD graduated nurses, poor clinical competencies, doubtfulness, and obligation. Conclusion: PhD graduated nurses experienced some worries about their role as clinical educators and argued that they have not been prepared for their role. Therefore, policy makers and authorities of nursing schools should support PhD graduated nurses for accepting their new roles as clinical educators. Moreover, some changes in nursing PhD curriculum is needed to improve the clinical competencies of PhD graduated and prepare them for their role as a clinical educator.





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Articles by Haghighi Moghadam Y
Articles by Atashzadeh-Shoorideh F
Articles by Abbaszadeh A
Articles by Feizi A

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Articles by Haghighi Moghadam Y
Articles by Atashzadeh-Shoorideh F
Articles by Abbaszadeh A
Articles by Feizi A



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