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Background <p>Whilst nursing care is essential, war often leaves widespread destruction, including damage to universities, faculties, student dormitories and hospitals, as well as the loss of students, faculty members, and their families. The aim of this study was to examine nursing faculty and students’ perceptions of the recent wartime challenges in Iran.</p> Methods <p>This study employed a descriptive qualitative design. Semi-structured and individual interviews with 29 participants (16 students and 13 faculty members) were undertaken. Data collection was conducted from July 1 to August 5, 2025, following the wartime crisis and during a period of ceasefire. Content analysis was used to make sense of the data collected.</p> Results <p>The identified challenges were (1) the lack of wartime nursing content in the curriculum, (2) structural and organizational barriers associated with war, and (3) distress resulting from encountering war. The first category included the subcategories of weak theoretical instruction and inadequate clinical training. The second category comprised the subcategories of the crisis of faculty closures and threats to faculty professional development. The third category included the subcategories of immersion in a world of fear, having a blurred vision of the future, and grappling with death anxiety.</p> Conclusion <p>The findings suggest a need to consider reforms in nursing education policy, including the integration of wartime nursing concepts and potential development of specialized training programs. It is also crucial to dismantle structural barriers and prioritize the psychological well-being of faculty and students to ensure compassionate and effective education during wartime.</p>

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Examining the challenges faced by nursing faculty and students during wartime: a qualitative analysis

  • 期刊论文

  • 出版模式：

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  • 发表日期：

    2026年7月17日

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  • Nasrin Rezaee,
  • Mojgan Jahantigh,
  • Sally Pezaro,
  • Marjan Mardani-Hamooleh

摘要

Background

Whilst nursing care is essential, war often leaves widespread destruction, including damage to universities, faculties, student dormitories and hospitals, as well as the loss of students, faculty members, and their families. The aim of this study was to examine nursing faculty and students’ perceptions of the recent wartime challenges in Iran.

Methods

This study employed a descriptive qualitative design. Semi-structured and individual interviews with 29 participants (16 students and 13 faculty members) were undertaken. Data collection was conducted from July 1 to August 5, 2025, following the wartime crisis and during a period of ceasefire. Content analysis was used to make sense of the data collected.

Results

The identified challenges were (1) the lack of wartime nursing content in the curriculum, (2) structural and organizational barriers associated with war, and (3) distress resulting from encountering war. The first category included the subcategories of weak theoretical instruction and inadequate clinical training. The second category comprised the subcategories of the crisis of faculty closures and threats to faculty professional development. The third category included the subcategories of immersion in a world of fear, having a blurred vision of the future, and grappling with death anxiety.

Conclusion

The findings suggest a need to consider reforms in nursing education policy, including the integration of wartime nursing concepts and potential development of specialized training programs. It is also crucial to dismantle structural barriers and prioritize the psychological well-being of faculty and students to ensure compassionate and effective education during wartime.