Background and Aim: According to the approach of continuous changing of the health systems, the increasing progress in nursing knowledge and the gap between theory and practice, the Nursing Education Program needs to be revised. The present study was accomplished to define complementary educational needs from nursing students’ point of view.
Materials and Methods: The descriptive study has been done on all senior nursing students through the census method. A questionnaire was used including demographic characteristics, complementary educational needs, effective factors on the relation between education and improving practice skills, quality of performing the role , satisfaction and motivation. It was evaluated based on the Likert scale. Data were analyzed by descriptive statistics applying SPSS software (P&le0.05).
Results: The sample consisted of 48 nursing students 66.7% girls and 33.3% boys. In the view of the most students, nurses’ educational need in the ground of performing the managerial role was very great, research need was great and protected-protective, curative need was average. In the opinion of 37.5% of the students the degree of application and in the view of 39.6% of them the relation between clinical and theoretical learned matters were average. 41.7% of them believed that wards personnel performance is weak based on today’s scientific methods. In the opinion of the most students, the increase of experience and the improvement of cognitional, relational, psychological, motor and emotional skills had an effect on the quality of the nurse performance. 41.7% of them believed that research had a very great influence on the improvement of the nurse performance. 45.8% of them thaught of having today’s knowledge and contact with the nursing dissemination centers of information as their duty. 35.4% of the students were satisfied averagely with the education of the clinical skills, and 45.8% of them with the theoretical education. The student's educational needs in clinical subjects including: CPR of infants and adults, interpretation of tests, interpretation of ECG, educating emergencies and First aids were very great. Most of the students believed that : 62% performance of the practical training educator , 47.9% performance of the ward personnel , 47.9% standard equipment of the wards, 43.8% applying different educational methods, 29.2% applying the standards had respectively an effect on the relation between the clinical and theoretical learned.
Conclusions: It sounds necessary to change the theoretical and clinical education programs with the purpose of promoting the knowledge and clinical skills. Filling the gap between the theoretical and clinical education is possible only by training the nurses and separating the various nursing fields after passing general nursing course.