This author is also a faculty member of Zahedan University of Medical Sciences, Zahedan, Iran.
Seeking a progressive relationship for learning: A theoretical scheme about the continuity of the student–educator relationship in clinical nursing education
Article first published online: 13 FEB 2013
© 2013 The Authors. Japan Journal of Nursing Science © 2013 Japan Academy of Nursing Science
Japan Journal of Nursing Science
Volume 11, Issue 1, pages 65–77, January 2014
How to Cite
Yaghoubinia, F., Heydari, A. and Latifnejad Roudsari, R. (2014), Seeking a progressive relationship for learning: A theoretical scheme about the continuity of the student–educator relationship in clinical nursing education. Japan Journal of Nursing Science, 11: 65–77. doi: 10.1111/jjns.12005
- Issue published online: 26 JAN 2014
- Article first published online: 13 FEB 2013
- Manuscript Accepted: 23 OCT 2012
- Manuscript Received: 14 JUN 2012
- Mashhad University of Medical Sciences
- clinical education;
- grounded theory;
- student–educator relationship
The student–educator relationship is an educational tool in nursing education and has long-lasting influence on the professional development of nursing students. Currently, this relationship in clinical settings is different from that in the past due to a paradigm shift in nursing education and its emphasis on the centrality of the relationship.
The purpose of this grounded theory study was to explore the continuity of the student–educator relationship in the Iranian context of clinical nursing education. Ten bachelor nursing students and 10 clinical educators at Mashhad University of Medical Sciences, Iran, were selected through purposive and theoretical sampling. The data were collected through semi-structured interviews and participant observation. Interviews were transcribed verbatim, and data analysis was done through open, axial, and selective coding, using MAXQDA ver. 2007 qualitative data analysis software.
The core category emerging from the data analysis was “seeking a progressive relationship for learning”. Other major categories linked to and embraced within this core category were: “creating emotional connection”, “trying to continue the relationship chain”, and “adapting the behaviors”.
The findings indicated that in the Iranian sociocultural context, students and educators gain some action/interaction strategies for continuity of their relationship. It is obvious that the role of the nursing clinical educators and their relationship skills are critical in the relationship continuity of clinical settings.