Developing and Evaluating Clinical Written Assignment in Clinical Teaching for the Senior B.S. Nursing Students: An action research

The value of an ideal clinical teaching in individual and professional development, also nursing clinical skills is undeniable.1 Clinical teaching, on the other hand, is the highest cost part of each nursing curriculum. And Practicum andinternship play an important role in forming basic skills and professional competencies of nursing students.2 Therefore, much time must be spend on the functions for which the students are responsible after graduation.2 Clinical teaching must reflect the nature of the work and professional practice. In this way, nursing students must get ready for critical thought, problem solving, clinical decision, Psychomotor skills, technological skills and professional value system. These skills can meet the changing social and scientific needs and expectations.2 Infant believes that the useful time that the nursing students must spend in clinical places is replaced by discussing the issues of the instructors and those who are in charge of nursing. The time spent in clinical activities does not guarantee the quality. The quality of the activity and the time spent are two important factors.2 A study on the duration of clinical teaching for nursing students in Rafsanjan Medical School by Taleghani and Rafiee showed that the average of clinical teaching was 150 minutes which was almost the half of allocated time for training. Considering the waste of time, a revision must be done on the time of training activities program to let the students be desirably benefited from the program.3 In a study titled “Pathology of Clinical Teaching of Nursing Students in ICU Ward” much wasted time was reported by the participants.4 In another study done by Khadije Dehgani et al. most of the instructors and nursing students (more than 50%) evaluated the efficiency of the clinical courses for achieving holistic and communitybased approaches in nursing, getting skills in doing nursing processes and the patients education relatively Leila Valizadeh, Vahid Zamanzadeh*, Faza Virani