Background and Objective: Appropriate Clinical environment has an important role in preparing students to use learned knowledge in practice through providing learning opportunities. Since the students’ experiences in the Clinical Setting affect on quality of their learning, the current study aimed to explain the experiences of nursing students concerning Clinical education Setting.Materials and Method: The current study was conducted based on conventional content analysis. Sampling was done purposively and the participants were 13 last year nursing students in Zabol Nursing and Midwifery School in 2013-2014. Data collection was done through in-depth semi-structured interviews. Data analysis was conducted through qualitative content analysis approach.Results: Based on the results, five major categories including threats, vision, dual forces, mindset and students’ action to Clinical education and also10 subcategorie were identified.Conclusion: Since the formation of students’ experiences in these environments is one of the predictive factors in achieving their learning and in facilitating the professionalization process, thus; the attention of managers in Clinical Settings is very important for decreasing the threats and concerns for students. In this way, the marred prospects of profession can be recovered through the meeting students’ expectations, attractiveness of the profession can be increased and the positive belief, actions and feelings can be created in students.

Background: Various methods are used to improve the quality and usefulness of basic sciences taught to medical students before beginning of the Clinical course and practice in higher grades. One method which is evaluated in the present study is early Clinical experience.Methods and Materials: In this descriptive study, all medical freshmen were participated in a half day workshop for familiarity with hospital Clinical environment. The attitude of the students towards early Clinical exposure, profession, and medical education was investigated using a 30-item questionnaire before and after this workshop.Results: Totally, 207 students participated in the present study. Overall, scoring of the program was good to excellent on a five-point Likert scale (93.75%). Most students (89.6%, score=4.25) believed that the program’s content and management was appropriate for them.Conclusions: It was concluded that early Clinical experience parallel with theoretical courses can provide a framework for the beneficial and successful integration of the teaching and learning of basic sciences for medical students.

Introduction: many studies have been conducted regarding the Settings of Clinical medical education and its problems, but Clinical learning experiences of medical students are less studied as a whole. The aim of this study was to explore, describe and interpret medical students' perception about Clinical learning in order to obtain a deep insight about their Clinical learning experience.Methods: This study was conducted on phenomenological approach. Two focus groups of 20 students were hold. Data gathering continued until saturation. Transcriptions were analyzed using the Van Manen procedures.Results: Data were categorized into 11 themes: nature of Clinical learning, not belonging to medical team, program-induced anxiety, communication between learner and teacher, variety of contexts and resources for Clinical learning, putting potential abilities into action, discovery of self in Clinical Setting, conflict between work and learning, dependency, and lack of prospectus in Clinical learning.Conclusion: Although, Clinical learning is a complex phenomenon, this study discovered its main aspects and elements. Findings implied that Clinical learning directs students toward medical professionalism. Application of results and conducting more research about discovered themes in order to assess problems are recommended.