The facilitating and preventing factors in learning clinical skills from the viewpoints of the third year nursing students of Rafsanjan University of Medical Sciences during2009

Clinical education skills play the most important role in education of nursing systems worldwide. This study was performed to determine the facilitating and preventing factors in learning clinical skills from the viewpoints of third year students of Rafsanjan School of Nursing and Midwifery. In this descriptive cross-sectional study, 46 nursing students in their sixth semester were selected through convenience sampling method. A researcher designed questionnaire including questions about demographic characteristics and sq questions about facilitating and preventing factors in learning clinical skills were distributed among the samples. The questions included the areas of the relationships between the students, Staff, instructor and the patient; student’s satisfaction with the teaching methods of instructors and staff; teaching methods of theoretical and practical lessons; the facilities provided by the hospital and university; And instructors’ characteristics. The data was analyzed by SPSS software through descriptive statistics. The most facilitating factors in learning clinical skills belonged transferred responsibility to student (97.8 %), the educational environment provided by the instructors for experiencing clinical skills by students (95.6%), and the students support by staff and instructors'(93.4%) the opportunity to invent repeat deferent clinical skills (93.4%) and the instructor responsibility toward (86.9%) the opportunity to invent quest ional and answered. (86.9%). The most preventing factors in learning clinical skills were the lake of reaction trust between by staff to student (91.3%) the lack of students support by staff (89.1%), The lack of patients and student (73.9%) the fear of question in student in the ward (69.5%), and staff's bad behaviour (67.4%). Students were satisfied with the items in different areas but they were not satisfied with the relationship between staff and them selves, and also the way that instructors presented the practical and theoretical skills. They mentioned these factors as the preventing factors which affect their clinical learning. It is recommended to revise clinical education and take some appropriate action in order to provide a proper clinical education environment.