Volume 27, Issue 2 (Summer 2026)
Arch Rehabil 2026, 27(2): 342-365 |
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Ethics code: IR.USWR.REC.1404.035IR.USWR.REC.1404.035
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Farahmand Fard B, Shirozhan S, Rafiee-Vardanjani L, Motie M. Educational Problems and Influencing Factors From the Perspective of Nurses at Rofeideh Rehabilitation Center, Tehran, Iran. Arch Rehabil 2026; 27 (2) :342-365
URL: http://rehabilitationj.uswr.ac.ir/article-1-3699-en.html
URL: http://rehabilitationj.uswr.ac.ir/article-1-3699-en.html
1- Student Research Committee, University of Social Welfare and Rehabilitation Sciences, Tehran, Iran.
2- Department of Nursing, Pediatric Neurorehabilitation Research Center, University of Social Welfare and Rehabilitation Sciences, Tehran, Iran.
3- Department of Adults and Geriatric Nursing, School of Nursing and Midwifery, Shahrekord University of Medical Sciences, Shahrekord, Iran.
4- Student Research Committee, University of Social Welfare and Rehabilitation Sciences, Tehran, Iran. ,mahdiehmotie71@gmail.com
2- Department of Nursing, Pediatric Neurorehabilitation Research Center, University of Social Welfare and Rehabilitation Sciences, Tehran, Iran.
3- Department of Adults and Geriatric Nursing, School of Nursing and Midwifery, Shahrekord University of Medical Sciences, Shahrekord, Iran.
4- Student Research Committee, University of Social Welfare and Rehabilitation Sciences, Tehran, Iran. ,
Abstract: (1282 Views)
Objective Trained and skilled human resources play an important role in achieving organizational goals, and identifying their educational needs is the first step in effective educational planning, as determining knowledge and skill gaps can guide targeted education. It can also help improve service quality and employee performance. This study aimed to investigate educational problems and the influencing factors from the perspective of nurses at Rofeideh Rehabilitation Center, Tehran, Iran.
Materials & Methods This is a qualitative study using content analysis based on Granheim and Landman’s method. Data were collected through semi-structured interviews with 16 rehabilitation nurses working in Rofeideh Rehabilitation Hospital to gain a deep understanding of nurses’ experiences of educational problems and the factors influencing their education, which continued until data saturation was reached. Data analysis was conducted simultaneously with data collection. This approach enables the accurate identification of patterns, key concepts, and contextual factors and helps explain participants’ experiences and perspectives on nursing education challenges.
Results Data analysis yielded four main themes, including “nursing education challenges,” “educational needs assessment,” “effective educational programs,” and “organizational support.” Participants perceived the necessity for practical and applied education; the use of blended learning methods; the implementation of mentorship systems; program flexibility; faculty participation in education; and interdisciplinary collaboration with physiotherapists and occupational therapists.
Conclusion To empower rehabilitation nurses and address their educational needs, comprehensive, person-centered, and needs-based educational programs should be designed and implemented. The involvement of faculty members in education, nurse motivation, and the strengthening of educational infrastructure can also enhance training effectiveness and the quality of care in rehabilitation centers.
Materials & Methods This is a qualitative study using content analysis based on Granheim and Landman’s method. Data were collected through semi-structured interviews with 16 rehabilitation nurses working in Rofeideh Rehabilitation Hospital to gain a deep understanding of nurses’ experiences of educational problems and the factors influencing their education, which continued until data saturation was reached. Data analysis was conducted simultaneously with data collection. This approach enables the accurate identification of patterns, key concepts, and contextual factors and helps explain participants’ experiences and perspectives on nursing education challenges.
Results Data analysis yielded four main themes, including “nursing education challenges,” “educational needs assessment,” “effective educational programs,” and “organizational support.” Participants perceived the necessity for practical and applied education; the use of blended learning methods; the implementation of mentorship systems; program flexibility; faculty participation in education; and interdisciplinary collaboration with physiotherapists and occupational therapists.
Conclusion To empower rehabilitation nurses and address their educational needs, comprehensive, person-centered, and needs-based educational programs should be designed and implemented. The involvement of faculty members in education, nurse motivation, and the strengthening of educational infrastructure can also enhance training effectiveness and the quality of care in rehabilitation centers.
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This is an open access article distributed under the terms of the Creative Commons Attribution-NonCommercial 4.0 (CC-By-NC 4.0), which permits use, distribution, and reproduction in any medium, provided the original work is properly cited and is not used for commercial purposes.
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