护理专业学生在预注册护士教育项目中临床能力评估的体验：一项定性研究。
Nursing students' experiences of clinical competency evaluation in a pre-registration nurse education programme: A qualitative study.
作者信息
Sitwira Joseph, Ashipala Daniel O, Katjimune Vaja
机构信息
Department of General Nursing Sciences, School of Nursing and Public Health, Faculty of Health Sciences and Veterinary Medicine, University of Namibia, Rundu.
出版信息
Curationis. 2025 Apr 15;48(1):e1-e9. doi: 10.4102/curationis.v48i1.2699.
BACKGROUND
The evaluation of clinical competence is a diverse, rigorous procedure that determines a student's clinical competence. Despite this, little research exists on nursing students' experiences with clinical competency evaluations in Namibia. Nurse educators should thus explore nursing students' experiences of clinical competency evaluations in order to establish what challenges they face, as this can be beneficial for nurturing a positive learning environment.
OBJECTIVES
This research assesses nursing students' experiences of clinical competency evaluations in a pre-registration nurse education programme at the Faculty of Health Sciences in Namibia, University of Namibia, Rundu campus.
METHOD
The study was conducted at a public nurse education institution in Namibia. A qualitative approach was employed utilising an exploratory, contextual and descriptive design. This study was conducted from August 2023 to October 2023 among (second-, third- and fourth-year) nursing students who were enrolled for a Bachelor of Nursing Science (Clinical) (Honours) degree. Data were collected through semi-structured interviews with 16 nursing students being selected using a convenience sampling method. All interviews were audio recorded and transcribed verbatim. A thematic analysis method was utilised to analyse the data.
RESULTS
Three themes emerged in this study: (1) positive experiences of evaluation for clinical competence; (2) negative experiences of evaluation for clinical competence and; (3) recommendations to improve the clinical evaluation of competence.
CONCLUSION
The results showed that nursing students had both negative and positive experiences during the clinical assessment process. The positive experiences included integrating theory and practice, while negative experiences included the poor attitudes of the clinical evaluators and limited time.Contribution: The results of this study can be used to develop targeted interventions and strategies to improve the challenges students encounter during clinical assessment.
背景
临床能力评估是一个多样且严格的过程，用于确定学生的临床能力。尽管如此，关于纳米比亚护理专业学生临床能力评估经历的研究却很少。因此，护理教育工作者应探索护理专业学生临床能力评估的经历，以确定他们面临的挑战，因为这有助于营造积极的学习环境。
目的
本研究评估纳米比亚大学伦杜校区健康科学学院预注册护士教育项目中护理专业学生的临床能力评估经历。
方法
该研究在纳米比亚的一所公立护士教育机构进行。采用了探索性、情境性和描述性设计的定性研究方法。本研究于2023年8月至2023年10月在攻读护理学学士（临床）（荣誉）学位的（二、三、四年级）护理专业学生中开展。通过对16名采用便利抽样法选取的护理专业学生进行半结构化访谈收集数据。所有访谈均进行录音并逐字转录。采用主题分析法对数据进行分析。
结果
本研究出现了三个主题：（1）临床能力评估的积极体验；（2）临床能力评估的消极体验；（3）改进临床能力评估的建议。
结论
结果表明，护理专业学生在临床评估过程中既有消极体验也有积极体验。积极体验包括理论与实践的结合，而消极体验包括临床评估者态度不佳和时间有限。贡献：本研究结果可用于制定有针对性的干预措施和策略，以改善学生在临床评估中遇到的挑战。
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