Design and psychometric properties of an instrument to evaluate nursing students' perceptions of discrimination by nurse educators: a protocol for a mixed-method study.

Authors

Mokhtar Yaghobi, Fazlollah Ahmadi, Sima Mohammad Khan Kermanshahi, Anoshirvan Kazemnejad, Mojtaba Vaismoradi

Published in

BMJ open. Volume 16. Issue 9. Pages e120281. Sep 16, 2026. Epub Sep 16, 2026.

Abstract

Perceived discrimination by nurse educators is a harmful phenomenon in nursing education that influences nursing students in both classroom and clinical settings. It is associated with psychological distress, reduced learning outcomes, feelings of hopelessness and higher rates of attrition. There is a need to identify the dimensions of discrimination for developing strategies to promote educational justice. This research aims to develop and test the psychometric properties of an instrument to evaluate nursing students' perceptions and experiences of discrimination by nurse educators.
A sequential exploratory mixed-methods design (QUAL → QUAN) will be used in this research. Phase 1 involves a qualitative descriptive study using semistructured interviews with nursing students chosen through purposive sampling with the consideration of maximum variation. Data will be analysed using conventional qualitative content analysis and trustworthiness will be addressed according to Lincoln and Guba's criteria. In phase 2, the qualitative findings will guide item generation and preliminary scale development based on Waltz et al's framework. In phase 3, psychometric properties of the scale will be evaluated in terms of content, face, construct validity and reliability. This study provides preliminary evidence supporting the validity, reliability and cultural appropriateness of an instrument for systematic assessment of perceived discrimination among nursing students.
This protocol describes a mixed-method study conducted as part of a doctoral thesis that explores nursing students' perceptions of discrimination by nurse educators. The study has received ethical approval from the Research Ethics Committees of Tarbiat Modares University, Iran (decree code: IR.MODARES.REC.1404.068). The findings will provide educational experts and policymakers with evidence-based insights to inform the development of interventions aimed at reducing discrimination and promoting justice and equity in nursing education.

PMID:
42749372
Bibliographic data and abstract were imported from PubMed on 17 Sep 2026.

Read full publication at:
Please sign in to see all details.

Stats

1-terrible, 9-excellent. How would you rate this publication? Sign in in to submit your rating.

Post a comment

You need to be signed in to post comments. You can sign in here.

Comments

There are no comments yet.