Experiences of role model instructors and nursing students about facilitator factors of role-modeling process: A qualitative research

One of the key strategies in students’ learning is the influence of models on them. Understanding the factors affecting the implementation of role-modeling process in education will help to make greater use of this training strategy. This study aimed to understand the experiences of role model instructors and nursing students about the facilitator factors in the role-modeling process. This qualitative study was carried out by using thematic analysis method and purposeful sampling. Data were collected until saturation by using three focus group discussions (n = 20) and two individual interviews with nursing instructors, as well as six semi-structured face-to-face interviews with role model instructors from five nursing faculties of Tehran universities in 2011. Six themes, “effort for humanistic and professional growth of students,” “individual and managerial empowerment of instructor,” “instructor and student’s modeling,” “motivation and effort of student,” “strategies governing the education system,” and “appropriate facilities and equipment,” were extracted as the facilitating factors. For development of role-modeling process in nursing education, paying attention to personal and environmental factors, especially effort for professional and humanistic growth of nursing students is necessary.