Hailu Mickiale, Welday Mengstu, Haftu Abera, Tadesse Daniel, Weldeamanel Taddese, Amsalu Bezabih, Guta Alemu, Kassie Nigus, Sema Alekaw, Mohammed Aminu, Abdurashid Neil, Solomon Yonatan, Bati Feyso, Girma Meklit, Sintayehu Yitagesu, Belay Yalelet, Amsalu Sewmehon
Midwifery Department, Dire Dawa University, Dire Dawa, Ethiopia.
College of Health Sciences, Department of Midwifery, Mekelle University, Mekelle, Ethiopia.
Adv Med Educ Pract. 2021 Dec 30;12:1539-1547. doi: 10.2147/AMEP.S347080. eCollection 2021.
Competence is defined as the ability to perform a task with desirable outcomes. Globally, an estimated 530,000 women and 2 million newborns die each year, because of no access to competent health professionals. But half of those deaths can be prevented with competent health professionals. However, the existing literature shows that most new graduates have a lack of competence in the clinical environment, none of them have assessed whether student or preceptor factors have an association with clinical competence or not. So, this study is crucial to fill data scarcity.
To determine the clinical practice competence and associated factors among midwifery and nursing students at Dire Dawa.
Institutional cross-sectional study was conducted on nursing and midwifery students from February 10/2020 to February 30/2020. Self-administered questionnaires were given to 318 students through a simple random lottery. Multivariate logistic regression analysis was done for variables with a p-value <0.2 in binary logistic regression. The odds ratio was used to measure the degree of association.
Only 19.2% are clinically competent. Students who were oriented about assessment methods were 4 times more likely competent [AOR = 4.096 p-value 0.035]. Students who have staff encouragement and have preceptors were 5 times [AOR = 4.900 p-value 0.12] and 11 times [AOR = 11.052 p-value 0.00] more likely competent, respectively. Confident students were 4 times more likely competent [AOR = 4.460, p-value 0.005].
The prevalence of clinical competence is very minimal. This is due to assessment methods orientation, staff encouragement, clinical preceptor support and students' confidence. This finding contributes to the federal ministry of health should work closely with teaching institutions, health facilities, and other stakeholders to overcome those gaps.
能力被定义为以理想结果完成一项任务的能力。全球范围内，估计每年有53万名妇女和200万新生儿死亡，原因是无法获得称职的卫生专业人员。但其中一半的死亡可以通过称职的卫生专业人员预防。然而，现有文献表明，大多数新毕业生在临床环境中缺乏能力，且无人评估学生或带教因素是否与临床能力相关。因此，本研究对于填补数据空白至关重要。
确定迪雷达瓦助产和护理专业学生的临床实践能力及相关因素。
于2020年2月10日至2020年2月30日对护理和助产专业学生进行机构横断面研究。通过简单随机抽签向318名学生发放自填式问卷。对二元逻辑回归中p值<0.2的变量进行多变量逻辑回归分析。优势比用于衡量关联程度。
只有19.2%的学生具备临床能力。接受评估方法培训的学生具备能力的可能性高4倍[AOR = 4.096，p值0.035]。得到工作人员鼓励且有带教老师的学生具备能力的可能性分别高5倍[AOR = 4.900，p值0.12]和11倍[AOR = 11.052，p值0.00]。自信的学生具备能力的可能性高4倍[AOR = 4.460，p值0.005]。
临床能力的患病率极低。这是由于评估方法培训、工作人员鼓励、临床带教老师支持和学生的信心。这一发现有助于联邦卫生部应与教学机构、卫生设施及其他利益相关者密切合作，以弥补这些差距。
