Authors
1
Nursing, Faculty member, Operation Room Department, Paramedics Faculty, Birjand University of Medical Sciences, Birjand, Iran
2
Nursing, Nursing and Midwifery Faculty, Tehran University of Medical Sciences, Tehran, Iran
3
Nursing, Faculty member, Operation Room Department, Paramedics Faculty, Bushehr University of Medical Science, Iran
4
Nursing, Department of Nursing, Farabi Hospital, Tehran University of Medical Science (TUMS), Tehran, Iran
Abstract
Introduction: educational justice can transform all the dimensions of nursing and provide a background for developing its talent and ability in national and international levels. This study has aimed to explain the status of educational justice in nursing education in Iran.
Methods: This study is a review with a qualitative content analysis method; the data were collected with the search keywords clinical education, educational justice, clinical education challenges, educational equality, fairness in evaluation, in Persian and English separately and were combined in databases PubMed, Elsevier, Medline, Google Scholar, Scopus, SID, IranMedex and Magiran. Thirty five articles which had full-text access, published in Persian and English between 2000 -2014 were included in this study.
Result: Five categories were extracted including: "educational justice in the clinical evaluation "," educational justice in having an appropriate physical environment for clinical training"," educational justice in having equal rights for all students from different disciplines"," educational justice in having the experienced trainers regardless of geographic location"," educational justice about communications at the bedside”.
Conclusion: Educational justice in clinical situations is not appropriate and the most important aspect of this injustice is lack of fairness in the clinical evaluation. Given that many studies have been done in this regard, it is time to shift research to assessing and implementing strategies to improve educational and evaluation justice in true settings. This is because studentscannot tolerate injustice in the clinical settings and thus motivation, commitment and professionalism is marred in injustice atmospheres.
Keywords
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