Teaching Style in Clinical Nursing Education: A Qualitative Study of Iranian Teachers' Experiences

Tuesday, 8 July 2008: 1:15 PM
Hossein Karimi Moonaghi , 1-Faculty of Nursing and Midwifery 2- Educational Development Center, Mashhad University of Medical Sciences, Mashhad, Iran
Fatemeh Dabbaghi, PhD , Faculty of Nursing & Midwifery, Iran University of Medical Sciences & Health Services, Tehran, Iran
Seid Fatemeh Oskouie, PhD , Faculty of Nursing & Midwifery, Iran University of Medical Sciences & Health Services, Tehran, Iran
Katri Vehviläinen-Julkunen, PhD, RN, RM, FEANS , Department of Nursing Science, University of Kuopio, Kuopio, Finland
Tahereh Binaghi, BS , Literature, Parvin High School, Mashhad, Iran

Learning Objective 1: 1- promote and renew his/her knowledge about teaching styles in clinical setting.

Learning Objective 2: 2-use the findings of this study to promote the quality of teaching and learning in clinical settings, nursing education and health care.

Introduction and purpose:

There are many studies about nursing clinical settings and their problems, but the teaching style as a whole has not been studied. Therefore, this study aimed to explore nursing teachers' perceptions about teaching style in the clinical settings in Iran.


A grounded theory approach was used to conduct this study. Fifteen nursing teachers were interviewed individually, 2006-2007. The interviews were tape-recorded and later transcribed verbatim. The transcriptions were analyzed using Strauss and Corbin's method.


Three main and twelve sub themes emerged from data and these could explain the nature of the teaching style in clinical settings. The main themes included: multiplicity in teaching style, nature of clinical teaching, and control and adaptation in education atmosphere.

Multiplicity in teaching style was the dominant concept in this study. Each teacher had a personal and individualized style which was flexible according to the situation, type of the skill (content), education environment and facilities, and level of the learner.


Although the phenomenon of teaching style is complex, this study has discovered many of its aspects, rules and principles. Applications of findings and further research into the themes of this study are recommended in nursing and health care.