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Barriers and Challenges Against the Utilization of Novel Teaching Methods for Nursing Students: Perspectives of Nursing Instructors

Mostafa Bijani  -  Department of Nursing, School of Nursing, Fasa University of Medical Sciences, Iran, Islamic Republic of
*Zahra Moradi orcid  -  Department of Nursing, School of Nursing, Fasa University of Medical Sciences, Iran, Islamic Republic of
Shahnaz Karimi  -  Department of Nursing, School of Nursing, Fasa University of Medical Sciences, Iran, Islamic Republic of
Zhila Fereidouni  -  Department of Nursing, School of Nursing, Fasa University of Medical Sciences, Iran, Islamic Republic of
Leila Nikrouz  -  Department of Nursing, School of Nursing, Fasa University of Medical Sciences, Iran, Islamic Republic of
Mahmood Hatami  -  Department of Nursing, School of Nursing, Fasa University of Medical Sciences, Iran, Islamic Republic of
Mohammad Mehdi Naghizadeh  -  Non communicable Diseases Research, Fasa University of Medical Sciences, Iran, Islamic Republic of
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Background: The first step in effectively applying novel teaching methods is identifying barriers and challenges to implementing appropriate interventions. A literature review revealed no studies exploring nursing instructors’ viewpoints on the reasons for not using novel teaching methods.

Purpose: The present study aimed to explore the challenges and executive barriers against using novel approaches in instructing nursing students from the perspective of nursing instructors. 

Methods: In this descriptive-analytical study, 163 nursing instructors from three nursing schools in Fars Province, Southwest Iran, were selected using convenience sampling. A researcher-developed questionnaire comprising 17 items scored on a five-point Likert scale was utilized to collect data. These items were categorized into three domains: challenges related to students (n=4), instructors (n=8), and structural-managerial aspects (n=5). The questionnaire’s reliability coefficient was found to be 0.89 using the test-retest method. The Kolmogorov–Smirnov test was used to test the normality of variables and the independent t-test was employed to examine the relationship between genders and educational degrees across all three domains. 

Results: The mean scores for challenges and barriers related to the instructors, students, and structural-managerial aspects were 33.24(7.16), 16.31(3.93), and 22.14(3.64), respectively. A significant relationship between gender and educational degree was observed across all three domains (p<0.001).

Conclusion: The barriers and challenges against using novel teaching methods for nursing students from the perspective of nursing instructors included challenges related to instructors, students, and structural-managerial aspects. The support and encouragement of educational institution managers in executing these methods could help promote the utilization of these techniques and improve the quality of education.

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Keywords: Education; nursing students; modern teaching methods
Funding: Fasa University of Medical Sciences

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