ArticleBMC nursing2026
From novice to professional self: a qualitative study of nursing students' internship experiences in Iran.
Article in BMC nursing, 2026. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Not yet cited in PubMed.
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Abstract
backgroundClinical education is central to nursing curricula, yet a persistent theory-practice gap challenges student readiness. In Iran, internship programs were recently introduced to bridge this gap, particularly in newly established nursing schools. However, students' lived experiences during this critical transition remain underexplored.
aimThis study explores the lived experiences of final-year nursing students during their internship at Khoy University of Medical Sciences, Iran.
methodsA qualitative descriptive design and conventional content analysis was undertaken to use explore students' experiences on this topic. In-depth, semi-structured interviews were conducted with 14 final-year nursing students, selected through purposive sampling with maximum variation to capture diverse perspectives. Interviews were audio-recorded, transcribed verbatim, and analyzed iteratively using MAXQDA (v.12). Trustworthiness was rigorously maintained through Lincoln and Guba's criteria (credibility, dependability, confirmability, and transferability).
findingsFour interrelated themes emerged: (1) dissonance between academic instruction and clinical reality, (2) tension between the educational mandate and the service imperative, (3) professional growth forged through authentic clinical experience, and (4) reconstruction and consolidation of professional identity. These themes reflect a transformative developmental process; however, the data were analyzed using conventional content analysis without applying a predefined theoretical framework.
conclusionsThe internship functions as a transformative developmental phase that facilitates students' transition toward professional autonomy. Realizing its potential requires structured academic, clinical collaboration, trained preceptors, and learning-centered assessment, particularly in resource-constrained settings. CLINICAL TRIAL NUMBER: Not applicable.
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