Purabdollah Majid, Zamanzadeh Vahid, Ghahramanian Akram, Valizadeh Leila, Ghasempour Mostafa, Mousavi Saeid
Department of Nursing, School of Nursing, Khoy University of Medical Sciences, Khoy, Iran.
Student Research Committee, School of Nursing and Midwifery, Tabriz University of Medical Sciences, Tabriz, Iran.
BMC Med Educ. 2025 Jan 6;25(1):25. doi: 10.1186/s12909-024-06622-5.
This study aims to determine and compare the achieved competencies of graduating nursing students of public and private universities in Iran.
The main responsibility of nursing education is to train nurses who possess the necessary competencies to provide safe and high-quality care. Given that a significant proportion of nursing education in Iran is the responsibility of private universities, it is essential to ensure that nursing graduates acquire the required competencies.
A quantitative study with a comparative descriptive design was conducted. A convenience sample of 721 graduating nursing students, including 301 from private universities and 420 from public universities, participated in the study. Data was collected using a nursing competence questionnaire developed in the Iranian cultural context and rated on a 5-point Likert scale (1 = dependent to 5 = independent). The research findings were analyzed using descriptive statistics and the independent t-test.
The students from public and private universities achieved the highest scores in work readiness and professional development, with means of 3.58 (SD = 0.39) and 3.48 (SD = 0.37), respectively. The lowest scores were obtained by both the public and private groups for evidence-based care, with means of 2.89 (SD = 0.54) and 2.54 (SD = 0.50), respectively. The mean score of core competence obtained by public nursing students across all 5 themes was higher than that of private students, and this difference was statistically significant (p < .05). The evidence-based nursing care showed the greatest difference in means (mean difference = 0.35), while individualized care had the smallest difference (mean difference = 0.09) according to the results of the independent t-test.
Neither public nor private university nursing students achieved an independent level in any of the competencies. However, public university students demonstrated greater success in acquiring most of the competencies compared private students. To enhance nursing students' competencies, future studies should focus on developing operational solutions, particularly for students at private universities.
本研究旨在确定并比较伊朗公立和私立大学护理专业应届毕业生所达到的能力水平。
护理教育的主要职责是培养具备提供安全和高质量护理所需能力的护士。鉴于伊朗护理教育的很大一部分由私立大学负责，确保护理专业毕业生获得所需能力至关重要。
进行了一项采用比较描述性设计的定量研究。便利样本包括721名护理专业应届毕业生，其中301名来自私立大学，420名来自公立大学。使用在伊朗文化背景下开发的护理能力问卷收集数据，并采用5点李克特量表评分（1 = 依赖到5 = 独立）。研究结果采用描述性统计和独立样本t检验进行分析。
公立和私立大学的学生在工作准备和专业发展方面得分最高，平均分分别为3.58（标准差 = 0.39）和3.48（标准差 = 0.37）。公立和私立两组在循证护理方面得分最低，平均分分别为2.89（标准差 = 0.54）和2.54（标准差 = 0.50）。公立护理专业学生在所有5个主题上获得的核心能力平均得分高于私立学生，且差异具有统计学意义（p < 0.05）。根据独立样本t检验结果，循证护理的平均分差异最大（平均差异 = 0.35），而个性化护理的差异最小（平均差异 = 0.09）。
公立和私立大学的护理专业学生在任何一项能力上都未达到独立水平。然而，与私立学生相比，公立大学的学生在获得大多数能力方面表现出更大的成功。为提高护理专业学生的能力，未来研究应侧重于制定操作性解决方案，特别是针对私立大学的学生。
