Ahmedin Lencho, Birhanu Adamu, Mekuria Mulugeta, Ahmed Nesredin, Yassin Aminu Mohammed, Keneni Mulualem, Wondimneh Fenta, Tesi Seid, Legesse Henok
School of Nursing and Midwifery, College of Health and Medical Sciences, Haramaya University, Harar, Ethiopia.
Department of Nursing, Medicine and Health Science College, Ambo University, Ambo, Ethiopia.
SAGE Open Nurs. 2024 Nov 4;10:23779608241290002. doi: 10.1177/23779608241290002. eCollection 2024 Jan-Dec.
One of the global strategic direction and policy priorities in 2021 through 2025 is preservice education of nurses. Even though, quality education is the foundation to produce competent health workers, ensuring the competence of the health professionals is as imperative as maximizing their number. This study aims to fill the literature gap among nursing students in public universities.
The purpose of this study is to assess the prevalence of clinical practice competence and its associated factors among graduating BSc nursing students in public universities from July 15 to August 15, 2022.
An institutional-based cross-sectional study was carried out in randomly selected public universities in eastern Ethiopia. A total of 143 students were systematically selected to fill out the questionnaire through multistage sampling. Frequency, mean, and standard deviations of independent variables and proportion of clinical practice competence were analyzed using descriptive statistics. AOR with a -value of <.05 was used to declare a significant association.
The study found that 69 (53.1%) of study participants were clinically competent. Students with good clinical instructors [AOR: 3.79, 95%CI: 1.56-9.21], learning in a conducive clinical setting [AOR: 3.59, 95%CI: 1.26-10.23] and assessed using measurable methods [AOR: 3.77, 95%CI: 1.53-9.30] were significantly associated.
In this study, almost one in two of the students was clinically incompetent. Respective stakeholders could enhance students' competence by monitoring and evaluating students during clinical practice, creating favorable learning settings, and developing comprehensive assessment methods.
2021年至2025年的全球战略方向和政策重点之一是护士的职前教育。尽管优质教育是培养合格卫生工作者的基础，但确保卫生专业人员的能力与增加其数量同样重要。本研究旨在填补公立大学护理专业学生文献中的空白。
本研究的目的是评估2022年7月15日至8月15日公立大学本科护理专业应届毕业生临床实践能力的患病率及其相关因素。
在埃塞俄比亚东部随机选择的公立大学中进行了一项基于机构的横断面研究。通过多阶段抽样系统地选择了143名学生填写问卷。使用描述性统计分析自变量的频率、均值和标准差以及临床实践能力的比例。采用α值<0.05的调整后比值比（AOR）来表明存在显著关联。
研究发现，69名（53.1%）研究参与者具备临床能力。拥有优秀临床指导教师的学生[AOR：3.79，95%置信区间（CI）：1.56 - 9.21]、在有利的临床环境中学习的学生[AOR：3.59，95%CI：1.26 - 10.23]以及使用可衡量方法进行评估的学生[AOR：3.77，95%CI：1.53 - 9.30]之间存在显著关联。
在本研究中，几乎有二分之一的学生临床能力不足。各相关利益方可以通过在临床实践中监测和评估学生、创造有利的学习环境以及制定全面的评估方法来提高学生的能力。
