Nursing educational programs in Iran are similar to the nursing educational programs in other countries in many aspects. Holding a secondary school diploma and passing the entrance exam is necessary for the admission. The entrance exams to governmental universities and Azad University are held separately. The duration of the associate degree course for operating room and anesthesia is two years, a bachelor's degree in nursing is four years, a master's degree in nursing is two to two and a half years, and a doctorate degree in nursing is four to five years.
In the beginning, nursing educational programs were part of medical educational programs. On the basis of this structure, the nurse followed the instruction of physician without any question. Nowadays, nursing educational program in Iran has been progressed and after the year 1992 considering the community base care, the nursing educational program also has changed.
In a bachelor's degree program, nursing students start the clinical work from the second term and continue through the completion of sixth term simultaneously with theoretical subjects. The seventh and eighth terms are allocated for a practical training program.
During the years of study, students have the opportunity to interact with patients in the various clinical areas, especially intensive care units, and gain great experience. Students' progress in clinical environments from simple issues toward more complex issues. At present, practical nursing degree and associate degree nursing programs have been eliminated and Iranian nurses must hold bachelor's degree to work in Iran from accredited universities confirmed by the Ministry of Health.[1]
In 2014, the national curriculum envisaged 4 credits of clinical clerkship experiences in community-based healthcare centers to be completed between the 5th (1 credit) and the 8th semester (3 credits). Nursing students’ were involved in real and practical cases, while their education during clerkships was mainly based on lectures and on a variety of teacher-centered methods.[2]
However, since the first three years of the undergraduate course students have the opportunity to join health care facilities, comprehensive of intensive care and specialist wards.[3] A 2020 extended study on internal nursing students during their clerkships in Tehran university-affiliated hospitals showed spiritual beliefs, extraversion character and coping strategies play a significant role in increasing job satisfaction and in reducing the clinical practice stress, while the spiritual factor was associated to the need of a spiritual nourishment in the workplaces. Its impact seems to be due to the fact that medical students with spiritual beliefs "consider caring patients glorified as a sacred job and a way to meet their spiritual goals."[3]
^"AboutIran/Nursingeducation". english.ino.ir. Retrieved 2017-12-10.[permanent dead link]
^Eshagh Ildarabadi; Hossein Karimi-Moonaghi; Abbas Heydari; Ali Taghipour; Abdolghani Abdollahimohammad; Azizollah Arbabisarjou5 (2014). "Teaching methods in community health nursing clerkships: experiences of healthcare staff in Iran" (PDF). Journal of Educational Evaluation for Health Professions. 11 (25): 1–2. doi:10.3352/jeehp.2014.11.25. ISSN 1975-5937. OCLC 8147526865. PMC 4309929. PMID 25273853. Archived (PDF) from the original on February 16, 2015 – via DOAJ. {{cite journal}}: External link in |via= (help)CS1 maint: numeric names: authors list (link)
^ abRezapour-Mirsaleh, Yasser; Aghabagheri, Mahdi (August 7, 2020). "The relationship between personality dimensions, spirituality, coping strategies and clinical clerkship satisfaction among intern nursing students: a cross-sectional study". BMC Nursing. 19 (1 (article number 76)): 76. doi:10.1186/s12912-020-00469-z. ISSN 1472-6955. OCLC 8644089602. PMC 7410970. PMID 32778848 – via DOAJ. {{cite journal}}: External link in |via= (help)
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