The Role of Nurse Educators in Student Clinical Education in Saudi Arabia

Abeer Al-Hazmi, Dr. Carol Windsor


Background: Clinical education is considered a
significant part of the learning process for nursing students.
There is, however, no research that has explored this area of
learning in Saudi Arabia. Theoretical Framework: Informed by a
symbolic interactionist framework, this research explored the
role of nurse educators in student clinical education in Saudi
Arabia. Method: Using Glaserian grounded theory methods the
data were derived from 14 face-to-face interviews with nurse
educators from both hospital and faculty settings in King Abdu-
Aziz University (KAU) and King Abdu-Aziz University Hospital
(KAUH). Findings: The findings of the research are represented
in the core category Redefining Identity Work and its two
constituent categories Questioning the Situation and Creating Role
Identity. The core and sub- categories were generated through a
theoretical exploration of the identity work of nurse educators in
Saudi Arabia. Conclusion: The social identity of the nurse
educators was mediated culturally and socially within the
hospital and university contexts and Saudi Arabian culture. In
light of an increased understanding of the identity and role of
nurse educators in clinical education in Saudi Arabia, the
research presents implications and recommendations that may
contribute to the development of nursing education as a coherent
health care profession that is perceived as a desirable career
option for Saudi women and men.


Clinical education, Identity, Nursing Education, Role of nurse educator, Role theory, Symbolic interactionism, and Grounded theory.

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