Just Trust Me: The Essential Demand of Operating Room Students

Document Type : Letter to Editor

Authors

1 Ph.D candidate Nursing, Student Research Committee, School of Nursing and Midwifery, Mashhad University of Medical Sciences, Mashhad, Iran.

2 Evidence- Based Caring Research Center, Mashhad University of Medical Sciences, Mashhad, Iran

3 Department of Medical Surgical Nursing, School of Nursing and Midwifery, Mashhad University of Medical Sciences, Mashhad, Iran

4 Department of Medical Education, School of Medicine, Mashhad University of Medical Sciences, Mashhad, Iran

Abstract

Clinical education is the central part of medical education. The importance of learning atmosphere in fostering professional development and role socialization have been well documented. The operating room (OR) is a complicated system, which coordinates the person, technology, and patient in a physical environment for achieving optimal outcomes. According to Sigurdsson, "OR as a functional context relies on effective multidisciplinary teamwork which makes the OR such a dynamic and challenging area in which to work". The OR is a stressful learning context setting, where mistakes were not allowed. The conflict between emotion and technical responsibilities could constricts the teaching and learning process. This stressful setting has a great impact on students' self-image and their professional growth. In addition, the process of transforming information into action, knowledge management does not work properly in the operating room. Which can lead to reduced learning opportunities. An educational environment of OR influences the teaching and learning process.

Keywords

Main Subjects

References

1.Khazaei Jalil S. Zarouj hosseini R, Abbasi A. Evaluation of Clinical Education Status from the Viewpoints of Operation Room Students and educators in Universities of Medical Sciences in Semnan. Electronic learning and nursing education. 2015;3(3):46-39.
2.Z T, Mehri S, Mobaraki N, Dadashi L, Ahmadi Y, Shokri F, et al. Factors affecting on qulity of clinica education perspective of operation room studens. Journal of Health Care. 2015;17(2):128-36.
3.Lotfi M, Zamanzadeh V, Sheikhalipour Z. Effect of peer clinical teaching method on the education of operating room students. 2012.
4.Silén-Lipponen M, Tossavainen K, Turunen H, Smith A. Learning about teamwork in operating room clinical placement. British Journal of Nursing. 2004;13(5):244-53.
5.Sigurđsson HÓ. The meaning of being a perioperative nurse. AORN journal. 2001;74(2):202-17.
6.Silen-Lipponen M, Tossavainen K, Turunen H, Smith A, Burdett K. Teamwork in operating room nursing as experienced by Finnish, British and American nurses. Diversity in Health & Social Care. 2004;1(2).
7.Hassanian ZM, Ahanchian MR, Karimi-Moonaghi H. Can knowledge management be implemented in the teaching of medical sciences? Acta Facultatis Medicae Naissensis. 2015;32(4):231-42.
8.Skoczylas LC, Littleton EB, Kanter SL, Sutkin G. Teaching techniques in the operating room: The importance of perceptual motor teaching. Academic Medicine. 2012;87(3):364-71.
9.Hossein KM, Fatemeh D, Fatemeh OS, Katri V-J, Tahereh B. Teaching style in clinical nursing education: A qualitative study of Iranian nursing teachers’ experiences. Nurse education in practice. 2010;10(1):8-12.
10.Kenton K. How to teach and evaluate learners in the operating room. Obstetrics and gynecology clinics of North America. 2006;33(2):325-32.
11.Hewitt db gs, isenberg ga, phillips br, cowan sw. Patient Safety Culture: The Key to Sustained Quality Improvement. Journal Perioper Crit Intensive Care Nurs 2017;3(135).
12.Mahdizadeh M, Heydari A, Karimi Moonaghi H. Clinical Interdisciplinary Collaboration Models and Frameworks From Similarities to Differences: A Systematic Review. Global journal of health science. 2015;7(6):170-80.
13.Riley R, Manias E. Foucault could have been an operating room nurse. Journal of Advanced Nursing. 2002;39(4):316-24.

Files

Share

How to cite

Statistics