Introduction: Considering the importance of clinical education in shaping the basic skills and professional abilities of nursing students, the first step to improve the quality of clinical education has been to examine the views of nursing professors; Therefore, the present study was designed with the aim of explaining the challenges of clinical education from the perspective of nursing professors of Isfahan University of Medical Sciences.
Materials and Methods: The current research was conducted qualitatively and with the content analysis approach, using the Granheim and Lundman method, between January 1, 2023 and August 9, 2024. The participants consisted of 30 nursing professors of Isfahan University of Medical Sciences, who were included in the study in the form of targeted sampling, with maximum diversity. The data collection method included a semi-structured interview. After recording and implementing, all data were analyzed through qualitative content analysis using the 2020 version of Max Kyoda software. In order to ensure the validity of the research findings, four criteria of validity or acceptability, reliability or similarity, transferability and verifiability suggested by Goba and Lincoln for the strength of qualitative research were used.
Results: In order to explain the "challenges of clinical education from the point of view of nursing professors", by analyzing the data, 846 primary codes, 14 subcategories, and finally, 4 main categories (barriers related to the learning environment, barriers related to professors, barriers related to students, and managerial and organizational barriers) emerged, which are: 1. The main level of obstacles related to the learning environment: from 4 sub-levels (lack of educational facilities and spaces and equipment, inappropriate communication between the treatment team and students, prejudice and discrimination, tension and conflict between professors, supervisors and nurses in the clinical environment); 2. The main class of obstacles related to students: from 3 sub-classes (lack of interest and lack of motivation, personality and psychological challenges and insufficient preparation of students to enter internship); 3. The category of obstacles related to professors: from 3 sub-categories (lack of interest and lack of mastery in the clinic, lack of familiarity with new clinical teaching strategies and lack of effective communication skills); 4. The main class of managerial and organizational obstacles: from 4 sub-classes (improper procedures for recruiting faculty members, insufficient supervision of educational group managers, lack of experienced clinical trainers and lack of specific procedures for evaluating professors)
Conclusion: The challenges of clinical education in nursing are multidimensional and require coordinated measures at different levels. Improving the infrastructure, strengthening the capabilities of professors, supporting students and modifying management procedures can help to solve these challenges.