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Department of operative room and anesthetics, Iranian Research Center on Healthy Aging. School of paramedical, Sabzevar University of Medical Sciences, Sabzevar, Iran.
Abstract: (9 Views)
Clinical education in the operating room (OR) is widely recognized as one of the most demanding components of surgical nursing education. Unlike many clinical settings, the OR is characterized by time-sensitive decision-making, rigid hierarchies, and highly specialized teamwork. Consequently, learning in this environment extends far beyond the acquisition of technical skills; it requires students to become legitimate members of a complex professional community. This process of acquiring competence while gaining social acceptance represents an essential yet often overlooked dimension of surgical nursing education (1, 3).
From the perspective of Situated Learning Theory, learning is embedded within authentic clinical practice rather than isolated classroom instruction. Lave and Wenger's concept of legitimate peripheral participation provides a useful framework for understanding how novice learners gradually move from peripheral observers to active participants within a community of practice. In the OR, surgical nursing students initially occupy peripheral roles, observing communication patterns, sterile techniques, and inter professional collaboration before assuming greater clinical responsibilities. Their progression depends not only on technical competence but also on their ability to understand and adapt to the implicit social norms governing the surgical team
From the perspective of Situated Learning Theory, learning is embedded within authentic clinical practice rather than isolated classroom instruction. Lave and Wenger's concept of legitimate peripheral participation provides a useful framework for understanding how novice learners gradually move from peripheral observers to active participants within a community of practice. In the OR, surgical nursing students initially occupy peripheral roles, observing communication patterns, sterile techniques, and inter professional collaboration before assuming greater clinical responsibilities. Their progression depends not only on technical competence but also on their ability to understand and adapt to the implicit social norms governing the surgical team
Type of Study: Letter to Editor |
Subject:
Health Education and Promotion
Received: 2026/06/23 | Accepted: 2026/08/25 | ePublished ahead of print: 2026/09/29
Received: 2026/06/23 | Accepted: 2026/08/25 | ePublished ahead of print: 2026/09/29
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