Volume 27, Issue 2 (Summer-In Press 2026)
jrehab 2026, 27(2): 0-0 |
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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. Investigating Nurses' Experiences of Educational Problems and Influencing Factors in Rofeideh Rehabilitation Center: Qualitative Content Analysis. jrehab 2026; 27 (2)
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: (12 Views)
Objective: Trained and skilled human resources play an important role in achieving organizational goals, and identifying educational needs is the first step in effective educational planning, as determining knowledge and skill gaps provides a path for targeted education. This also helps to improve the quality of services and improve employee performance. This study aimed to investigate nurses' experiences of educational problems and influencing factors in Rofeideh Rehabilitation Center.
Methods: This research was a qualitative study with a qualitative content analysis approach based on the Granheim and Landman method. Data were collected through semi-structured interviews with 16 rehabilitation nurses working in Rofeideh Rehabilitation Hospital. The interviews were designed and conducted with the aim of gaining a deep understanding of nurses' experiences of educational problems and influencing factors in their education. Data analysis was conducted simultaneously with data collection, and the coding and concept categorization process continued until data saturation was reached, such that no new information or concepts were extracted from the interviews. This approach allowed for the accurate identification of patterns, key concepts, and contextual factors, and helped explain participants’ experiences and perspectives on nursing education challenges.
Findings: Data analysis yielded the extraction of primary themes, including “Nursing Education Challenges,” “Educational Needs Assessment,” “Effective Educational Programming” and “Organizational Support.” Participants underscored the necessity for practical and applied training, the utilization of modern and hybrid pedagogical methods, the implementation of mentorship systems, program flexibility, engagement of faculty members and interdisciplinary collaboration with physiotherapists and occupational therapists.
Conclusion: The findings of this study indicate that to enhance the empowerment of rehabilitation nurses and address their educational requirements, comprehensive, person-centered and needs-based educational programs must be designed and implemented. The involvement of faculty members, the stimulation of nurse motivation and the reinforcement of educational infrastructure can significantly augment the effectiveness of training and the quality of care within rehabilitation centers.
Methods: This research was a qualitative study with a qualitative content analysis approach based on the Granheim and Landman method. Data were collected through semi-structured interviews with 16 rehabilitation nurses working in Rofeideh Rehabilitation Hospital. The interviews were designed and conducted with the aim of gaining a deep understanding of nurses' experiences of educational problems and influencing factors in their education. Data analysis was conducted simultaneously with data collection, and the coding and concept categorization process continued until data saturation was reached, such that no new information or concepts were extracted from the interviews. This approach allowed for the accurate identification of patterns, key concepts, and contextual factors, and helped explain participants’ experiences and perspectives on nursing education challenges.
Findings: Data analysis yielded the extraction of primary themes, including “Nursing Education Challenges,” “Educational Needs Assessment,” “Effective Educational Programming” and “Organizational Support.” Participants underscored the necessity for practical and applied training, the utilization of modern and hybrid pedagogical methods, the implementation of mentorship systems, program flexibility, engagement of faculty members and interdisciplinary collaboration with physiotherapists and occupational therapists.
Conclusion: The findings of this study indicate that to enhance the empowerment of rehabilitation nurses and address their educational requirements, comprehensive, person-centered and needs-based educational programs must be designed and implemented. The involvement of faculty members, the stimulation of nurse motivation and the reinforcement of educational infrastructure can significantly augment the effectiveness of training and the quality of care within rehabilitation centers.
Type of Study: Original |
Subject:
Nursing
Received: 19/10/2025 | Accepted: 14/02/2026 | Published: 12/07/2026
Received: 19/10/2025 | Accepted: 14/02/2026 | Published: 12/07/2026
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This is an open access article distributed under the terms of the Creative Commons Attribution License (CC-By-NC), 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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