<?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>S0120-53072021000100008</article-id>
<article-id pub-id-type="doi">10.17533/udea.iee.v39n1e08</article-id>
<title-group>
<article-title xml:lang="en"><![CDATA[Clinical Education Stressors in Operating Room Students: A Qualitative Study]]></article-title>
<article-title xml:lang="es"><![CDATA[Estresores de la educación clínica de los estudiantes en el quirófano: un estudio cualitativo]]></article-title>
<article-title xml:lang="pt"><![CDATA[Fatores de estresse da educação clínica de alunos em sala de cirurgia: um estudo qualitativo]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Norouzi]]></surname>
<given-names><![CDATA[Nahid]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Imani]]></surname>
<given-names><![CDATA[Behzad]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Hamadan University of Medical Sciences Department of Operating Room ]]></institution>
<addr-line><![CDATA[Hamadan ]]></addr-line>
<country>Iran</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Hamadan University of Medical Sciences School of Paramedical Sciences ]]></institution>
<addr-line><![CDATA[Hamadan ]]></addr-line>
<country>Iran</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>04</month>
<year>2021</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>04</month>
<year>2021</year>
</pub-date>
<volume>39</volume>
<numero>1</numero>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://www.scielo.org.co/scielo.php?script=sci_arttext&amp;pid=S0120-53072021000100008&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.co/scielo.php?script=sci_abstract&amp;pid=S0120-53072021000100008&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.co/scielo.php?script=sci_pdf&amp;pid=S0120-53072021000100008&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract  Objective. The aim of this study is to explain the stressors of the clinical environment from the perspective of operating room undergraduate students.  Methods. The present study is a qualitative study of contractual content analysis type that was conducted in 2019 at Hamadan University of Medical Sciences. In this study, 10 undergraduate operating room students were selected by purposive sampling. Semi-structured interviews were used to collect data.  Results. From the analysis of interviews, 4 main categories were extracted as the stressors of operating room students of Hamadan Paramedical School in clinical learning environment: the need to receive support from the clinical environment (Insufficient students' skills in communicating with staff, Discrimination between paramedical students and residents, and Facilities available for training), lack of practical prerequisite skills (Contradiction between training and performance, and Lack of prerequisite knowledge for clinical practice), poor supportive and communication performance related to the instructor (Insufficient support of the instructor to the students against the medical staff, Evaluation criteria for instructors, and Treatment of instructor with students in presence of others), and psychological needs (Concerns about career prospects, Lack of motivational factors, and Lack of supportive counseling)  Conclusion. The results of this study showed that Operating room students are faced with many stressors in the clinical learning environment. All stressors identified in this study affected the students&#8217; learning in the clinical setting. Lack of support for students in the clinical environment, poor practical skills training, poor support and communication performance related to the instructor, and poor psychological support of students are the factors that cause operating room student stress in the clinical environment.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen  Objetivo. El objetivo de este estudio es explicar los factores estresantes del entorno clínico desde la perspectiva de los estudiantes de pregrado que hacen prácticas en el quirófano.  Métodos. Es un estudio cualitativo del tipo de análisis de contenido contractual que se realizó en 2019 en la Universidad de Ciencias Médicas de Hamadan (Irán). En esta investigación, se seleccionaron 10 estudiantes de pregrado mediante muestreo intencional y se utilizaron entrevistas semiestructuradas para recopilar datos.  Resultados. A partir del análisis de las entrevistas, se extrajeron cuatro categorías principales como factores estresantes de los estudiantes en entornos de aprendizaje clínico en el quirófano: 1) la necesidad de recibir apoyo del entorno clínico -habilidades insuficientes de los estudiantes para comunicarse con el personal, discriminación entre estudiantes y residentes, e disponibilidad de instalaciones para la capacitación-; 2) falta de habilidades prácticas -contradicción entre capacitación y desempeño, y falta de prerrequisitos de conocimientos para la práctica clínica-; 3) pobre apoyo y comunicación con el instructor -apoyo insuficiente del instructor a los estudiantes, falta de criterios de evaluación para los instructores y de la forma como este debe tratar a los estudiantes en presencia de otros-, y 4) necesidades psicológicas -preocupación por las perspectivas de la carrera, falta de factores motivacionales y de apoyo en el asesoramiento-.  Conclusión. Los resultados de este estudio indican que la falta de apoyo en el ambiente clínico, las pobres destrezas prácticas, el insuficiente apoyo del instructor y sicológico que se brinda a los estudiantes son los factores causantes de estrés en el ambiente de prácticas clínicas en el quirófano.]]></p></abstract>
<abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo  Objetivo. O objetivo deste estudo é explicar os fatores de estresse do ambiente clínico na perspectiva de alunos de graduação em centro cirúrgico.  Métodos. Trata-se de um estudo qualitativo do tipo análise de conteúdo contratual, realizado em 2019 na Hamadan University of Medical Sciences (Irã). Nesta pesquisa, 10 alunos de graduação foram selecionados por meio de amostragem intencional. Entrevistas semiestruturadas foram utilizadas para a coleta de dados. O método de análise de conteúdo contratual foi utilizado para determinar as questões relevantes.  Resultados. A partir da análise das entrevistas, quatro categorias principais foram extraídas como fatores de estresse de alunos em ambientes de aprendizagem clínica em sala de cirurgia: 1) a necessidade de apoio do ambiente clínico - habilidades insuficientes dos alunos para se comunicarem com a equipe, discriminação entre alunos e residentes, e disponibilidade de instalações de treinamento-, 2) falta de habilidades práticas -contradição entre treinamento e desempenho, e falta de pré-requisitos de conhecimento para a prática clínica-, 3) suporte e sua comunicação do relacionado com o instrutor - suporte insuficiente do instrutor para alunos, critérios de avaliação para instrutores e como que o instrutor trata os alunos na presença de outras pessoas - e 4) necessidades psicológicas - preocupação com as perspectivas de carreira, falta de fatores motivacionais e falta de apoio na assessoria.  Conclusão. Os fatores de estresse são importantes na educação clínica desses alunos, mas, reconhecendo as causas subjacentes, se pode tomar decisões necessárias para modificar as mesmas.]]></p></abstract>
<kwd-group>
<kwd lng="en"><![CDATA[knowledge]]></kwd>
<kwd lng="en"><![CDATA[communication]]></kwd>
<kwd lng="en"><![CDATA[learning]]></kwd>
<kwd lng="en"><![CDATA[students]]></kwd>
<kwd lng="en"><![CDATA[clinical clerkship]]></kwd>
<kwd lng="en"><![CDATA[qualitative research]]></kwd>
<kwd lng="es"><![CDATA[conocimiento]]></kwd>
<kwd lng="es"><![CDATA[comunicación]]></kwd>
<kwd lng="es"><![CDATA[aprendizaje]]></kwd>
<kwd lng="es"><![CDATA[estudiantes]]></kwd>
<kwd lng="es"><![CDATA[prácticas clínicas]]></kwd>
<kwd lng="es"><![CDATA[investigación cualitativa]]></kwd>
<kwd lng="pt"><![CDATA[conhecimento]]></kwd>
<kwd lng="pt"><![CDATA[comunicação]]></kwd>
<kwd lng="pt"><![CDATA[aprendizagem]]></kwd>
<kwd lng="pt"><![CDATA[estudantes]]></kwd>
<kwd lng="pt"><![CDATA[estágio clínico]]></kwd>
<kwd lng="pt"><![CDATA[pesquisa cualitativa]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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