Designing a Workplace Curriculum Model for Nurses Working at Imam Reza Hospital in Larestan

Abstract

The present study was conducted with the aim of designing a workplace curriculum model for nurses working at Imam Reza Hospital in Larestan. In terms of purpose, the research was applied; in terms of data type, it was an exploratory mixed-methods study; in terms of the time of data collection, it was cross-sectional; and in terms of data collection method, nature, and research procedure, it was a descriptive survey study. The statistical population in the qualitative phase consisted of experts, of whom 20 were selected through purposive sampling. The fuzzy Delphi technique was used to select the experts. The statistical population in the quantitative phase included all nurses working at Imam Reza Hospital in Larestan, totaling 450 individuals, from whom 360 participants were selected based on Cochran’s formula and through stratified and cluster sampling. The Delphi technique and a model-fit assessment questionnaire were used. Validity and reliability in the qualitative phase were assessed and confirmed using quality criteria, including trustworthiness. In the quantitative phase, face validity, content validity, and construct validity were used to assess validity, while Cronbach’s alpha and composite reliability were used to assess reliability, all of which were confirmed. The data analysis method in the qualitative phase of the present study was the Delphi technique. In this phase, a combination of the three-stage thematic analysis method was employed, including basic theme analysis, organizing theme analysis, and selective theme analysis. In the quantitative phase, Pearson correlation analysis was performed using SPSS version 23, and structural equation modeling, specifically confirmatory factor analysis, was conducted using factor loadings for each indicator of the components as well as the components themselves through LISREL version 8.8. The findings of the study showed that the components of the workplace curriculum model were organized into 5 dimensions and 16 components, including the dimensions of rationale and objectives with 3 components, content and learning activities with 3 components, the role of the instructor and materials and resources with 4 components, grouping and assessment and evaluation with 3 components, and place and time with 3 components. Furthermore, given that the mean differences were positive, it was inferred that the overall status of the components was desirable, although only slightly above the mean. In addition, the results of model validation indicated that the model’s fit, comprehensibility, generalizability, and controllability were valid from the perspective of experts and were confirmed at the 99% confidence level. Finally, based on the quantitative and qualitative approaches, the final model was presented.