Getie Addisu, Tsige Yosief, Birhanie Emebet, Tlaye Kenean Getaneh, Demis Asmamaw
Nursing, Woldia University, Woldia, Ethiopia
Nursing, Addis Ababa University College of Health Sciences, Addis Ababa, Ethiopia.
BMJ Open. 2021 Apr 20;11(4):e044119. doi: 10.1136/bmjopen-2020-044119.
To assess clinical practice competencies and associated factors among graduating nursing students attending public universities found in the Amhara Region, Ethiopia DESIGN: Institution-based cross-sectional study design SETTING: The study was conducted in six universities found in the Amhara Region from February to April 2018.
307 graduating nursing students participated. Of these, 173 were male and 134 were females from different ethnic groups; Amhara 145, Oromo 84, Tigris 44 and Gurage 17. Graduating nursing students attending regular degree programmes were included.
Clinical instructor (good vs not good), clinical environment (conducive vs not conducive), assessment method (measurable vs not measurable), clinical staff-student interaction (good vs not good), clinical practice competency (competent vs incompetent).
The study revealed that 33.6% (95% CI 26.3% to 39.41%) of students were clinically competent. Orientation about the objective of clinical practice (adjusted OR, AOR 2.387; 95% CI 1.011 to 5.635), enough time for mentoring during clinical practice (AOR 2.247; 95% CI 1.100 to 4.593). Students followed by instructors during conducting a procedure (AOR 2.655; 95% CI 1.294 to 5.449), assessment checklist during clinical practice (AOR 2.663; 95% CI 1.324 to 5.358), students who were allowed by clinical staffs to perform tasks (AOR 5.858; 95% CI 2.657 to 12.916), clinical instructor factors (AOR 3.051; 95% CI 1.717 to 5.421) and student-staff interaction factors (AOR 2.348; 95% CI (1.337 to 4.124) were statistically significant variables with the level of competency.
Around one-third of the students were clinically competent. Clinical instructor and staff-student interaction were significantly associated with clinical practice competencies among graduating nursing students. Therefore, designing an appropriate clinical practice protocol that includes improving the supervision of a clinical instructor is important to enhance the clinical practice competency of students.
评估埃塞俄比亚阿姆哈拉地区公立大学即将毕业的护理专业学生的临床实践能力及相关因素。
基于机构的横断面研究设计。
该研究于2018年2月至4月在阿姆哈拉地区的六所大学进行。
307名即将毕业的护理专业学生参与了研究。其中，173名是男性，134名是女性，来自不同民族；阿姆哈拉族145人，奥罗莫族84人，提格雷族44人，古拉格族17人。纳入了参加常规学位课程的即将毕业的护理专业学生。
临床带教老师（优秀与非优秀）、临床环境（有利与不利）、评估方法（可测量与不可测量）、临床医护人员与学生的互动（良好与不良）、临床实践能力（胜任与不胜任）。
研究显示，33.6%（95%可信区间26.3%至39.41%）的学生临床能力达标。临床实践目标的定向培训（调整后比值比，AOR 2.387；95%可信区间1.011至5.635）、临床实践中有足够的带教时间（AOR 2.247；95%可信区间1.100至4.593）。操作过程中有带教老师跟随的学生（AOR 2.655；95%可信区间1.294至5.449）、临床实践中的评估清单（AOR 2.663；95%可信区间1.324至5.358）、临床医护人员允许执行任务的学生（AOR 5.858；95%可信区间2.657至12.916）、临床带教老师因素（AOR 3.051；95%可信区间1.717至5.421）以及学生与医护人员互动因素（AOR 2.348；95%可信区间（1.337至4.124）是与能力水平具有统计学显著意义的变量。
约三分之一的学生临床能力达标。临床带教老师和医护人员与学生的互动与即将毕业的护理专业学生的临床实践能力显著相关。因此，设计包括加强临床带教老师监督在内的合适的临床实践方案对于提高学生的临床实践能力很重要。
