Abstract
Context: Educating the staff in organizations is one of the most important issues in different countries, so concerning the necessity of nurses’ roles and scientific advancements in providing nursing care will not be achieved without in‑service education.
Aims: The purpose of this study is to investigate intensive care unit nurses’ perception of the barriers to effective in‑service education.
Settings and Design: This qualitative study was conducted at Shiraz University of Medical Sciences (sums).
Materials and Methods: The researcher used the conventional content analysis method to evaluate nurses’ perception of the barriers to effective in‑service education from March 2015 to June 2016.
Statistical Analysis Used: Data analysis was done with a conventional content analysis method.
Results: Three main themes of nurse’s in‑service education barriers were extracted from the analysis of the data. The themes are ineffective teaching methods, inappropriate content of educational programs, and inappropriate scheduling of teaching programs.
Conclusion: Identifying the barriers to effective in‑service education can guide nurses and nursing administrators in improving education in the nursing field and subsequently providing better treatments for patients.
Aims: The purpose of this study is to investigate intensive care unit nurses’ perception of the barriers to effective in‑service education.
Settings and Design: This qualitative study was conducted at Shiraz University of Medical Sciences (sums).
Materials and Methods: The researcher used the conventional content analysis method to evaluate nurses’ perception of the barriers to effective in‑service education from March 2015 to June 2016.
Statistical Analysis Used: Data analysis was done with a conventional content analysis method.
Results: Three main themes of nurse’s in‑service education barriers were extracted from the analysis of the data. The themes are ineffective teaching methods, inappropriate content of educational programs, and inappropriate scheduling of teaching programs.
Conclusion: Identifying the barriers to effective in‑service education can guide nurses and nursing administrators in improving education in the nursing field and subsequently providing better treatments for patients.
Keywords
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Copyright
© 2020, Author(s). This open-access article is available under the Creative Commons Attribution 4.0 (CC BY 4.0) International License (https://creativecommons.org/licenses/by/4.0/), which allows for unrestricted use, distribution, and reproduction in any medium, provided that the original work is properly cited.