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Examining the challenges faced by nursing faculty and students during wartime: a qualitative analysis
Nasrin Rezaee1, Mojgan Jahantigh1, Sally Pezaro2
1Department of Nursing, Community Nursing Research Center, Zahedan University of Medical Sciences, Zahedan, Iran.
BMC Nursing
|July 17, 2026
Summary
Wartime challenges in Iran significantly impacted nursing education, revealing curriculum gaps, structural barriers, and psychological distress among students and faculty. Addressing these issues requires educational reforms and psychological support.
Area of Science:
- Nursing Education
- Wartime Healthcare
- Qualitative Research
Background:
- War causes widespread destruction impacting educational institutions and personnel.
- Nursing education faces unique challenges during conflict.
Purpose of the Study:
- To examine nursing faculty and students' perceptions of wartime challenges in Iran.
Main Methods:
- Descriptive qualitative design using semi-structured interviews.
- 29 participants (16 students, 13 faculty) interviewed post-crisis.
- Content analysis of collected data.
Main Results:
- Key challenges identified: lack of wartime nursing content in curriculum, structural/organizational barriers, and psychological distress.
- Curriculum issues included weak theoretical instruction and inadequate clinical training.
- Distress manifested as fear, uncertain future outlook, and death anxiety.
Conclusions:
- Reforms needed in nursing education policy, integrating wartime concepts and specialized training.
- Dismantling structural barriers and prioritizing psychological well-being are crucial.
- Ensuring compassionate and effective nursing education during wartime is essential.
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