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J Educ Eval Health Prof. 2015 Jun 18;12:29. doi: 10.3352/jeehp.2015.12.29. eCollection 2015.

Vaccination learning experiences of nursing students: a grounded theory study.

Author information

1
Department of Nursing, Esfarayen Faculty of Medical Sciences, Esfarayen, Iran.
2
Evidence-Based Care Research Center, Department of Medical-Surgical Nursing, School of Nursing and Midwifery, Mashhad, Iran ; Department of Medical Education, Faculty of Medicine, Mashhad University of Medical Sciences, Mashhad, Iran.
3
Department of Medical Education, Faculty of Medicine, Mashhad University of Medical Sciences, Mashhad, Iran.
4
Department of Biostatistics, Faculty of Health, Mashhad University of Medical Sciences, Mashhad, Iran.

Abstract

PURPOSE:

This study aimed to explore the experiences of nursing students being trained to perform vaccinations.

METHODS:

The grounded theory method was applied to gather information through semi-structured interviews. The participants included 14 undergraduate nursing students in their fifth and eighth semesters of study in a nursing school in Iran. The information was analyzed according to Strauss and Corbin's method of grounded theory.

RESULTS:

A core category of experiential learning was identified, and the following eight subcategories were extracted: students' enthusiasm, vaccination sensitivity, stress, proper educational environment, absence of prerequisites, students' responsibility for learning, providing services, and learning outcomes.

CONCLUSION:

The vaccination training of nursing students was found to be in an acceptable state. However, some barriers to effective learning were identified. As such, the results of this study may provide empirical support for attempts to reform vaccination education by removing these barriers.

KEYWORDS:

Grounded theory; Iran; Nursing students; Problem-based learning; Vaccination

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