<?xml version="1.0" encoding="ISO-8859-1"?><article xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink" xmlns:xsi="http://www.w3.org/2001/XMLSchema-instance">
<front>
<journal-meta>
<journal-id>0120-5307</journal-id>
<journal-title><![CDATA[Investigación y Educación en Enfermería]]></journal-title>
<abbrev-journal-title><![CDATA[Invest. educ. enferm]]></abbrev-journal-title>
<issn>0120-5307</issn>
<publisher>
<publisher-name><![CDATA[Imprenta Universidad de Antioquia]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S0120-53072018000300004</article-id>
<article-id pub-id-type="doi">10.17533/udea.iee.v36n3a04</article-id>
<title-group>
<article-title xml:lang="en"><![CDATA[Nursing Students' Experiences of Clinical Education: A Qualitative Study]]></article-title>
<article-title xml:lang="es"><![CDATA[Experiencias de la práctica clínica de los estudiantes de enfermería: un estudio cualitativo]]></article-title>
<article-title xml:lang="pt"><![CDATA[Experiências da prática clínica dos estudantes de enfermagem: um estudo qualitativo]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Bazrafkan]]></surname>
<given-names><![CDATA[Leila]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Najafi Kalyani]]></surname>
<given-names><![CDATA[Majid]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Shiraz University of Medical Sciences Clinical Education Research Center ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Iran</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Shiraz University of Medical Sciences School of Nursing and Midwifery ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Iran</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>12</month>
<year>2018</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>12</month>
<year>2018</year>
</pub-date>
<volume>36</volume>
<numero>3</numero>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://www.scielo.org.co/scielo.php?script=sci_arttext&amp;pid=S0120-53072018000300004&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.co/scielo.php?script=sci_abstract&amp;pid=S0120-53072018000300004&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.co/scielo.php?script=sci_pdf&amp;pid=S0120-53072018000300004&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract  Objective To comprehend the experiences of nursing students in clinical education.  Methods A qualitative study using conventional content analysis was conducted. Data were collected using focus group interview with 16 nursing students from two public nursing schools of Shiraz and Fasa, Iran. The participants were selected by purposeful sampling. Data analysis accomplished according to conventional content analysis.  Results From this study five categories were emerged: Theory and practice disruption (The inability to use the lessons learned in practice, Routine-oriented work, The difference between theoretical knowledge and clinical training), Shaky communications (Inappropriate behavior, Inadequate support of nurses, instructors and other caregivers), Inadequate planning (Wasting time for students in clinical training, Inadequate preparation of instructors and students), Perceived tension (Stress, Anxiety and Fear), Personal and professional development (Learning more steadily, Paying attention to the spiritual dimension of care, Increasing interest in the profession, More knowledge, greater Self Confidence).  Conclusion. The results of this study showed that nursing students have desirable and undesirable experiences in clinical education in the process of training, which must be addressed with proper planning for reduce the students' problems in the clinical education of future nurses.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen  Objetivo  Comprender las experiencias de los estudiantes de enfermería en la educación clínica.  Métodos Se realizó un estudio cualitativo en el cual se utilizó el análisis de contenido. Los datos se recolectaron mediante entrevistas en grupos focales con 16 estudiantes de pregrado de dos escuelas de enfermería de carácter público de las ciudades de Shiraz y Fasa (Irán). Los participantes se seleccionaron por muestreo intencional. El análisis de datos se realizó de acuerdo con la técnica de análisis de contenido.  Resultados  De este estudio surgieron cinco categorías: Interrupción entre la teoría y la práctica (diferencia entre conocimiento teórico y el entrenamiento clínico, incapacidad para usar el conocimiento teórico en la práctica, rutinas), Comunicaciones inestables (comportamientos inapropiados, apoyo deficiente de enfermeras, instructores y otros cuidadores), Planificación inadecuada (pérdida de tiempo para los estudiantes en las prácticas clínicas, preparación inadecuada de instructores y estudiantes), Tensión percibida (estrés, ansiedad y miedo), Desarrollo personal y profesional (aprendizaje más constante, atención a la dimensión espiritual del cuidado, aumento del interés por la profesión, aumento de conocimiento y mayor autoconfianza).  Conclusión  Los resultados de este estudio mostraron que los estudiantes de enfermería tienen experiencias deseables e indeseables en la práctica clínica durante el proceso de formación, las cuales deben ser tenidos en cuenta con una planificación adecuada con el fin de reducir los problemas en la educación clínica de los futuros enfermeros.]]></p></abstract>
<abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo  Objetivo  Compreender as experiências dos estudantes de enfermagem na educação clínica.  Métodos Se realizou um estudo qualitativo utilizando análise de conteúdo. Os dados foram recolhidos mediante entrevistas nos grupos focais com 16 estudantes de graduação de duas escolas de enfermagem de carácter público das cidades de Shiraz e Fasa (Irão). Os participantes foram selecionados por amostragem intencional. A análise de dados se realizou de acordo com a técnica de análise de conteúdo.  Resultados  Deste estudo surgiram cinco categorias: Interrupção entre a teoria e a prática (diferença entre conhecimento teórico e o treinamento clínico, incapacidade para usar o conhecimento teórico na prática, rotinas), Comunicações instáveis (comportamentos inapropriados, apoio deficiente de enfermeiras, instrutores e outros cuidadores), Planificação inadequada (perda de tempo para os estudantes nas práticas clínicas, preparação inadequada de instrutores e estudantes), Tensão percebida (estresse, ansiedade e medo), Desenvolvimento pessoal e profissional (aprendizagem mais constante, atenção à dimensão espiritual do cuidado, aumento do interesse pela profissão, aumento de conhecimento e maior autoconfiança).  Conclusão  Os resultados deste estudo mostraram que os estudantes de enfermagem tem experiências desejáveis e indesejáveis na prática clínica durante o processo de formação, os quais devem ser tidos em conta com uma planificação adequada com o fim de reduzir os problemas na educação clínica dos futuros enfermeiros.]]></p></abstract>
<kwd-group>
<kwd lng="en"><![CDATA[clinical education]]></kwd>
<kwd lng="en"><![CDATA[focus groups]]></kwd>
<kwd lng="en"><![CDATA[qualitative research]]></kwd>
<kwd lng="en"><![CDATA[students of nursing]]></kwd>
<kwd lng="es"><![CDATA[educación en enfermería]]></kwd>
<kwd lng="es"><![CDATA[grupos focales]]></kwd>
<kwd lng="es"><![CDATA[investigación cualitativa]]></kwd>
<kwd lng="es"><![CDATA[estudiantes de enfermería]]></kwd>
<kwd lng="pt"><![CDATA[educação em enfermagem]]></kwd>
<kwd lng="pt"><![CDATA[grupos focais]]></kwd>
<kwd lng="pt"><![CDATA[pesquisa qualitativa]]></kwd>
<kwd lng="pt"><![CDATA[estudantes de enfermagem]]></kwd>
</kwd-group>
</article-meta>
</front><back>
<ref-list>
<ref id="B1">
<label>1</label><nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Joolaee]]></surname>
<given-names><![CDATA[S]]></given-names>
</name>
<name>
<surname><![CDATA[Jafarian Amiri]]></surname>
<given-names><![CDATA[SR]]></given-names>
</name>
<name>
<surname><![CDATA[Ashghali Farahani]]></surname>
<given-names><![CDATA[M]]></given-names>
</name>
<name>
<surname><![CDATA[Varaei]]></surname>
<given-names><![CDATA[SH.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Iranian nursing students' preparedness for clinical training: A qualitative study.]]></article-title>
<source><![CDATA[Nurse Educ. Today.]]></source>
<year>2015</year>
<volume>35</volume>
<numero>10</numero>
<issue>10</issue>
<page-range>13-7</page-range></nlm-citation>
</ref>
<ref id="B2">
<label>2</label><nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Alavi]]></surname>
<given-names><![CDATA[M]]></given-names>
</name>
<name>
<surname><![CDATA[Irajpour A]]></surname>
<given-names><![CDATA[R]]></given-names>
</name>
<name>
<surname><![CDATA[Abedi H]]></surname>
<given-names><![CDATA[A.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Some Concepts in the Evaluation of Clinical Education: a Qualitative Study on the Experiences of Nursing Students and Clinical Teachers.]]></article-title>
<source><![CDATA[Strides Dev. Med. Educ.]]></source>
<year>2007</year>
<volume>4</volume>
<numero>1</numero>
<issue>1</issue>
<page-range>10-8</page-range></nlm-citation>
</ref>
<ref id="B3">
<label>3</label><nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Jonsen]]></surname>
<given-names><![CDATA[E]]></given-names>
</name>
<name>
<surname><![CDATA[Melender]]></surname>
<given-names><![CDATA[HL]]></given-names>
</name>
<name>
<surname><![CDATA[Hilli]]></surname>
<given-names><![CDATA[Y.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Finnish and Swedish nursing students&#8217; experiences of their first clinical practice placement - A qualitative study.]]></article-title>
<source><![CDATA[Nurse Educ. Today.]]></source>
<year>2013</year>
<volume>33</volume>
<numero>3</numero>
<issue>3</issue>
<page-range>297-302.</page-range></nlm-citation>
</ref>
<ref id="B4">
<label>4</label><nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Heidari]]></surname>
<given-names><![CDATA[MR]]></given-names>
</name>
<name>
<surname><![CDATA[Norouzadeh]]></surname>
<given-names><![CDATA[R.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Nursing students&#8217; perspectives on clinical education.]]></article-title>
<source><![CDATA[J. Adv. Med. Educ. Prof.]]></source>
<year>2015</year>
<volume>3</volume>
<numero>1</numero>
<issue>1</issue>
<page-range>39-43</page-range></nlm-citation>
</ref>
<ref id="B5">
<label>5</label><nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Joolaee]]></surname>
<given-names><![CDATA[S]]></given-names>
</name>
<name>
<surname><![CDATA[Farahani]]></surname>
<given-names><![CDATA[MA]]></given-names>
</name>
<name>
<surname><![CDATA[Amiri]]></surname>
<given-names><![CDATA[SR]]></given-names>
</name>
<name>
<surname><![CDATA[Varaei]]></surname>
<given-names><![CDATA[S.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Support in clinical settings as perceived by nursing students in Iran: a qualitative study.]]></article-title>
<source><![CDATA[Nurs. Midwifery Stud.]]></source>
<year>2016</year>
<volume>5</volume>
<numero>1</numero>
<issue>1</issue>
</nlm-citation>
</ref>
<ref id="B6">
<label>6</label><nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Baraz]]></surname>
<given-names><![CDATA[S]]></given-names>
</name>
<name>
<surname><![CDATA[Memarian]]></surname>
<given-names><![CDATA[R]]></given-names>
</name>
<name>
<surname><![CDATA[Vanaki]]></surname>
<given-names><![CDATA[Z.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Learning challenges of nursing students in clinical environments: A qualitative study in Iran.]]></article-title>
<source><![CDATA[J. Educ. Health Promot.]]></source>
<year>2015</year>
<volume>4</volume>
<page-range>52</page-range></nlm-citation>
</ref>
<ref id="B7">
<label>7</label><nlm-citation citation-type="book">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Speziale H]]></surname>
<given-names><![CDATA[S]]></given-names>
</name>
<name>
<surname><![CDATA[Streubert H]]></surname>
<given-names><![CDATA[J]]></given-names>
</name>
<name>
<surname><![CDATA[Carpenter D]]></surname>
<given-names><![CDATA[R.]]></given-names>
</name>
</person-group>
<source><![CDATA[Qualitative Research in Nursing: Advancing the Humanistic Imperative.]]></source>
<year>2011</year>
<publisher-loc><![CDATA[Baltimore ]]></publisher-loc>
<publisher-name><![CDATA[Lippincott Williams &amp; Wilkins;]]></publisher-name>
</nlm-citation>
</ref>
<ref id="B8">
<label>8</label><nlm-citation citation-type="book">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Polit D]]></surname>
<given-names><![CDATA[F]]></given-names>
</name>
<name>
<surname><![CDATA[Beck C]]></surname>
<given-names><![CDATA[T.]]></given-names>
</name>
</person-group>
<source><![CDATA[Essentials of Nursing Research: Appraising Evidence for Nursing Practice.]]></source>
<year>2013</year>
<publisher-loc><![CDATA[Philadelphia ]]></publisher-loc>
<publisher-name><![CDATA[Lippincott Williams &amp; Wilkins;]]></publisher-name>
</nlm-citation>
</ref>
<ref id="B9">
<label>9</label><nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Salehiyan]]></surname>
<given-names><![CDATA[M]]></given-names>
</name>
<name>
<surname><![CDATA[Armat]]></surname>
<given-names><![CDATA[M.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Clinical experiences of nursing students, a qualitative study.]]></article-title>
<source><![CDATA[J. North Khorasan Univ. Med. Sci.]]></source>
<year>2009</year>
<volume>1</volume>
<numero>2</numero>
<issue>2</issue>
<page-range>57-63</page-range></nlm-citation>
</ref>
<ref id="B10">
<label>10</label><nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Nabolsi]]></surname>
<given-names><![CDATA[M]]></given-names>
</name>
<name>
<surname><![CDATA[Zumot]]></surname>
<given-names><![CDATA[A]]></given-names>
</name>
<name>
<surname><![CDATA[Wardam]]></surname>
<given-names><![CDATA[L]]></given-names>
</name>
<name>
<surname><![CDATA[Abu-Moghli]]></surname>
<given-names><![CDATA[F.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[The experience of Jordanian nursing students in their clinical practice.]]></article-title>
<source><![CDATA[Procedia Soc Behav Sci.]]></source>
<year>2012</year>
<volume>1</volume>
<numero>46</numero>
<issue>46</issue>
<page-range>5849-57</page-range></nlm-citation>
</ref>
<ref id="B11">
<label>11</label><nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Saifan]]></surname>
<given-names><![CDATA[A]]></given-names>
</name>
<name>
<surname><![CDATA[AbuRuz]]></surname>
<given-names><![CDATA[ME]]></given-names>
</name>
<name>
<surname><![CDATA[Masa'deh]]></surname>
<given-names><![CDATA[R.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Theory Practice Gaps in Nursing Education: A Qualitative Perspective.]]></article-title>
<source><![CDATA[J. Soc. Sci.]]></source>
<year>2015</year>
<volume>11</volume>
<numero>1</numero>
<issue>1</issue>
<page-range>20-9</page-range></nlm-citation>
</ref>
<ref id="B12">
<label>12</label><nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Karimi Mooneghi]]></surname>
<given-names><![CDATA[H]]></given-names>
</name>
<name>
<surname><![CDATA[Dabbaghi]]></surname>
<given-names><![CDATA[F]]></given-names>
</name>
<name>
<surname><![CDATA[Oskouei]]></surname>
<given-names><![CDATA[F]]></given-names>
</name>
<name>
<surname><![CDATA[Vehviläinen Julkunen]]></surname>
<given-names><![CDATA[K.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Learning style in theoretical courses: Nursing students&#8217; perceptions and experiences.]]></article-title>
<source><![CDATA[Iran. J. Med. Educ.]]></source>
<year>2009</year>
<numero>1</numero>
<issue>1</issue>
<page-range>41-53</page-range></nlm-citation>
</ref>
<ref id="B13">
<label>13</label><nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Valizadeh]]></surname>
<given-names><![CDATA[S]]></given-names>
</name>
<name>
<surname><![CDATA[Abedi]]></surname>
<given-names><![CDATA[H]]></given-names>
</name>
<name>
<surname><![CDATA[Zamanzadeh]]></surname>
<given-names><![CDATA[V]]></given-names>
</name>
<name>
<surname><![CDATA[Fathiazar]]></surname>
<given-names><![CDATA[E.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Challengs of nursing student during their study: A qualitative study.]]></article-title>
<source><![CDATA[Iran. J. Med. Educ.]]></source>
<year>2008</year>
<volume>7</volume>
<numero>2</numero>
<issue>2</issue>
<page-range>397-400</page-range></nlm-citation>
</ref>
<ref id="B14">
<label>14</label><nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Chan]]></surname>
<given-names><![CDATA[CKL]]></given-names>
</name>
<name>
<surname><![CDATA[So]]></surname>
<given-names><![CDATA[WKW]]></given-names>
</name>
<name>
<surname><![CDATA[Fong]]></surname>
<given-names><![CDATA[DYT.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Hong Kong baccalaureate nursing students' stress and their coping strategies in clinical practice.]]></article-title>
<source><![CDATA[J. Prof. Nurs.]]></source>
<year>2009</year>
<volume>25</volume>
<numero>5</numero>
<issue>5</issue>
<page-range>307-13</page-range></nlm-citation>
</ref>
<ref id="B15">
<label>15</label><nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Rahimaghaee]]></surname>
<given-names><![CDATA[F]]></given-names>
</name>
<name>
<surname><![CDATA[Dehghan Nayeri]]></surname>
<given-names><![CDATA[N]]></given-names>
</name>
<name>
<surname><![CDATA[Adib Hajbaghery]]></surname>
<given-names><![CDATA[M.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[First exposure to clinical practice: An alive experience of female nursing students.]]></article-title>
<source><![CDATA[Feyz.]]></source>
<year>2009</year>
<volume>13</volume>
<numero>2</numero>
<issue>2</issue>
<page-range>130-9</page-range></nlm-citation>
</ref>
<ref id="B16">
<label>16</label><nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Shen]]></surname>
<given-names><![CDATA[J]]></given-names>
</name>
<name>
<surname><![CDATA[Spouse]]></surname>
<given-names><![CDATA[J.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Learning to nurse in China-Structural factors influencing professional development in practice setting: a phenomenological study.]]></article-title>
<source><![CDATA[Nurse Educ. Pract.]]></source>
<year>2007</year>
<volume>7</volume>
<numero>5</numero>
<issue>5</issue>
<page-range>323-31</page-range></nlm-citation>
</ref>
<ref id="B17">
<label>17</label><nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Kermansaravi]]></surname>
<given-names><![CDATA[F]]></given-names>
</name>
<name>
<surname><![CDATA[Navidian]]></surname>
<given-names><![CDATA[A]]></given-names>
</name>
<name>
<surname><![CDATA[Imani]]></surname>
<given-names><![CDATA[M.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Nursing students&#8217; views toward quality of theoretical and clinical nursing education: A qualitative study.]]></article-title>
<source><![CDATA[J. Med. Educ. Dev.]]></source>
<year>2013</year>
<volume>7</volume>
<numero>4</numero>
<issue>4</issue>
<page-range>28-40</page-range></nlm-citation>
</ref>
<ref id="B18">
<label>18</label><nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Mohebbi]]></surname>
<given-names><![CDATA[Z]]></given-names>
</name>
<name>
<surname><![CDATA[Rambod]]></surname>
<given-names><![CDATA[M]]></given-names>
</name>
<name>
<surname><![CDATA[Hashemi]]></surname>
<given-names><![CDATA[F]]></given-names>
</name>
<name>
<surname><![CDATA[Mohammadi]]></surname>
<given-names><![CDATA[HR]]></given-names>
</name>
<name>
<surname><![CDATA[Setoudeh]]></surname>
<given-names><![CDATA[G]]></given-names>
</name>
<name>
<surname><![CDATA[Sh.]]></surname>
<given-names><![CDATA[Najafi Dolatabad]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[View point of the nursing students on challenges in clinical training, Shiraz, Iran.]]></article-title>
<source><![CDATA[Hormozgan Med. J.]]></source>
<year>2012</year>
<volume>16</volume>
<numero>5</numero>
<issue>5</issue>
<page-range>415-21</page-range></nlm-citation>
</ref>
<ref id="B19">
<label>19</label><nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Moridi]]></surname>
<given-names><![CDATA[G]]></given-names>
</name>
<name>
<surname><![CDATA[valiee]]></surname>
<given-names><![CDATA[S]]></given-names>
</name>
<name>
<surname><![CDATA[khaledi]]></surname>
<given-names><![CDATA[S]]></given-names>
</name>
<name>
<surname><![CDATA[Fathi]]></surname>
<given-names><![CDATA[M]]></given-names>
</name>
<name>
<surname><![CDATA[Shafiean]]></surname>
<given-names><![CDATA[M]]></given-names>
</name>
<name>
<surname><![CDATA[Gharibi]]></surname>
<given-names><![CDATA[F.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Clinical Education Stressors from the Perspective of Students of Nursing, Midwifery, and Operating Room: A Study in Kurdistan University of Medical Sciences.]]></article-title>
<source><![CDATA[Iran. J. Med. Educ.]]></source>
<year>2012</year>
<volume>11</volume>
<numero>7</numero>
<issue>7</issue>
<page-range>675-84</page-range></nlm-citation>
</ref>
<ref id="B20">
<label>20</label><nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Moscaritolo]]></surname>
<given-names><![CDATA[LM.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Interventional strategies to decrease nursing student anxiety in the clinical learning environment.]]></article-title>
<source><![CDATA[J. Nurs. Educ.]]></source>
<year>2009</year>
<volume>48</volume>
<numero>1</numero>
<issue>1</issue>
<page-range>17-23</page-range></nlm-citation>
</ref>
<ref id="B21">
<label>21</label><nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Melincavage]]></surname>
<given-names><![CDATA[SM.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Student nurses' experiences of anxiety in the clinical setting.]]></article-title>
<source><![CDATA[Nurse Educ. Today.]]></source>
<year>2011</year>
<volume>31</volume>
<numero>8</numero>
<issue>8</issue>
<page-range>785-9</page-range></nlm-citation>
</ref>
<ref id="B22">
<label>22</label><nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Edwards]]></surname>
<given-names><![CDATA[D]]></given-names>
</name>
<name>
<surname><![CDATA[Burnard]]></surname>
<given-names><![CDATA[P]]></given-names>
</name>
<name>
<surname><![CDATA[Bennett]]></surname>
<given-names><![CDATA[K]]></given-names>
</name>
<name>
<surname><![CDATA[Hebden]]></surname>
<given-names><![CDATA[U.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[A longitudinal study of stress and self-esteem in student nurses.]]></article-title>
<source><![CDATA[Nurse Educ. Today.]]></source>
<year>2010</year>
<volume>30</volume>
<numero>1</numero>
<issue>1</issue>
<page-range>78-84</page-range></nlm-citation>
</ref>
<ref id="B23">
<label>23</label><nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Changiz]]></surname>
<given-names><![CDATA[T]]></given-names>
</name>
<name>
<surname><![CDATA[Malekpour]]></surname>
<given-names><![CDATA[A]]></given-names>
</name>
<name>
<surname><![CDATA[Zargham-Boroujeni]]></surname>
<given-names><![CDATA[A.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Stressors in clinical nursing education in Iran: A systematic review.]]></article-title>
<source><![CDATA[Iran. J. Nurs. Midwifery Res.]]></source>
<year>2012</year>
<volume>17</volume>
<numero>6</numero>
<issue>6</issue>
<page-range>399</page-range></nlm-citation>
</ref>
<ref id="B24">
<label>24</label><nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[O&#8217;brien]]></surname>
<given-names><![CDATA[F]]></given-names>
</name>
<name>
<surname><![CDATA[Keogh]]></surname>
<given-names><![CDATA[B]]></given-names>
</name>
<name>
<surname><![CDATA[Neenan]]></surname>
<given-names><![CDATA[K.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Mature students&#8217; experiences of undergraduate nurse education programs: The Irish experience.]]></article-title>
<source><![CDATA[Nurse Educ. Today.]]></source>
<year>2009</year>
<volume>29</volume>
<numero>6</numero>
<issue>6</issue>
<page-range>635-40</page-range></nlm-citation>
</ref>
<ref id="B25">
<label>25</label><nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Jonsén]]></surname>
<given-names><![CDATA[E]]></given-names>
</name>
<name>
<surname><![CDATA[Melender]]></surname>
<given-names><![CDATA[HL]]></given-names>
</name>
<name>
<surname><![CDATA[Hilli]]></surname>
<given-names><![CDATA[Y.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Finnish and Swedish nursing students' experiences of their first clinical practice placement-A qualitative study.]]></article-title>
<source><![CDATA[Nurse Educ. Today.]]></source>
<year>2013</year>
<volume>33</volume>
<numero>3</numero>
<issue>3</issue>
<page-range>297-302</page-range></nlm-citation>
</ref>
<ref id="B26">
<label>26</label><nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Heshmati]]></surname>
<given-names><![CDATA[F]]></given-names>
</name>
<name>
<surname><![CDATA[Vanaki]]></surname>
<given-names><![CDATA[Z.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Effective clinical instructor: A qualitative study.]]></article-title>
<source><![CDATA[Iran. J. Nurs. Res.]]></source>
<year>2009</year>
<volume>4</volume>
<numero>12</numero>
<issue>12</issue>
<page-range>39-53</page-range></nlm-citation>
</ref>
<ref id="B27">
<label>27</label><nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Poorghane]]></surname>
<given-names><![CDATA[P]]></given-names>
</name>
<name>
<surname><![CDATA[Hosseini M]]></surname>
<given-names><![CDATA[A.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[The Role of Nursing Staff in Nursing Students' Learning in Clinical Settings.]]></article-title>
<source><![CDATA[J. Med. Educ. Dev.]]></source>
<year>2010</year>
<volume>3</volume>
<numero>4</numero>
<issue>4</issue>
<page-range>7-11</page-range></nlm-citation>
</ref>
</ref-list>
</back>
</article>
