Document Type : Original Article
Authors
1 PhD student in Educational Management, Department of Educational Sciences, Torbat Heydariyeh Branch, Islamic Azad University, Torbat Heydariyeh, Iran
2 Management Department, Health Sciences Research Center and Faculty of Paramedicine, Torbat Heydariyeh University of Medical Sciences, Torbat Heydariyeh, Iran (Corresponding author).
3 Associate Professor of Curriculum Studies, Department of Educational Sciences, Torbat Heydariyeh Branch, Islamic Azad University, Torbat Heydariyeh, Iran
Abstract
Background and Objective: Given the increasing complexity of the health system, nursing education requires new approaches to learning. Professional learning communities can reduce the gap between theoretical knowledge and clinical practice by strengthening scientific and social interactions. This study aimed to explore the requirements and contexts for creating professional learning communities for nursing students at universities, from the perspectives of experts and stakeholders.
Data and Method: The present study was conducted with a qualitative approach and content analysis method. The participants included 29 people (10 faculty members, 12 nursing students, and 7 university administrators) who were purposefully selected. Data were collected through semi-structured interviews and analyzed with three-stage coding (open, axial, and selective). The validity of the findings was ensured using Lincoln and Guba's criteria including validity, transferability, reliability, and confirmability.
Findings: Five overarching themes were identified: 1) organizational leadership and support, including leadership commitment, policy-making, and facilitating structure; 2) pedagogical design and curriculum integration, including course integration, collaborative assignments, and reflection; 3) member competency development, including faculty empowerment and promoting teamwork skills; 4) culture-building and interactive communication, including trust, norms of collaboration, and communication transparency; and 5) infrastructure and supporting resources, including physical space, technological support, and scientific resources.
Conclusion: Establishing professional learning communities in nursing requires attention to structural, educational, and cultural dimensions. The findings of study can be used as a practical framework for nursing education administrators and policymakers to provide a basis for improving the quality of education and professional development of students through targeted planning.
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