Workneh Moges, Kassa Molla, Mihrete Setegn, Belege Fekadeselassie, Nigussie Jemberu, Goshiye Debrnesh, Biset Gebeyaw
Wollo University, Dessie, Ethiopia.
BMC Nurs. 2024 Oct 10;23(1):738. doi: 10.1186/s12912-024-02377-y.
Assessing the clinical level of competency in nursing students is crucial as it represents the ultimate goal of nursing education. Poor competency result in low performance and can be affected by various factors. Thus, the aim of this study was to identify level of clinical competency and associated factors of nursing students in Ethiopia.
systematic review and meta-analysis was employed. Searching strategy was conducted from January up to march 2024 from Web of Science, PubMed and Google Scholar. The quality of studies was assessed using PRISMA checklist. A meta-analysis was performed using R Studio with the meta package Version 1.4.1106.
in total, 145 studies were identified through database search, and only 7 studies were included in the meta-analysis representing 1937 nursing students. The pooled effect size of clinical competency of nursing students was 28%. Three factors were found to be associated with clinical competency: a positive clinical learning environment, student confidence in performing procedures, and effective staff-student interaction. The effect sizes of these factors were 6.30, 2.23, and 7.76, respectively.
The clinical competency of nursing students was 28%, and it was associated with clinical learning environment, student confidence in performing procedures, and staff-student interaction. Nursing education programs should focus on enhancing students' competency levels by addressing specific factors. (PROSPERO) INTERNATIONAL PROSPECTIVE REGISTER OF SYSTEMATIC REVIEWS: CRD42022367057.
评估护生的临床能力水平至关重要，因为它代表了护理教育的最终目标。能力不足会导致表现不佳，且可能受到多种因素影响。因此，本研究的目的是确定埃塞俄比亚护生的临床能力水平及相关因素。
采用系统评价和荟萃分析。检索策略于2024年1月至3月在Web of Science、PubMed和谷歌学术上进行。使用PRISMA清单评估研究质量。使用R Studio和meta包版本1.4.1106进行荟萃分析。
通过数据库检索共识别出145项研究，只有7项研究纳入荟萃分析，涉及1937名护生。护生临床能力的合并效应量为28%。发现有三个因素与临床能力相关：积极的临床学习环境、学生对操作的信心以及有效的师生互动。这些因素的效应量分别为6.30、2.23和7.76。
护生的临床能力为28%，且与临床学习环境、学生对操作的信心以及师生互动有关。护理教育项目应通过解决特定因素来专注于提高学生的能力水平。（国际前瞻性系统评价注册库）系统评价国际前瞻性注册库：CRD42022367057。
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