Dataset Information

Clinical practice competencies and associated factors among graduating nursing students attending at universities in Northern Ethiopia: institution-based cross-sectional study.

ABSTRACT:

Objective

To assess clinical practice competencies and associated factors among graduating nursing students attending public universities found in the Amhara Region, Ethiopia DESIGN: Institution-based cross-sectional study design SETTING: The study was conducted in six universities found in the Amhara Region from February to April 2018.

Participants

307 graduating nursing students participated. Of these, 173 were male and 134 were females from different ethnic groups; Amhara 145, Oromo 84, Tigris 44 and Gurage 17. Graduating nursing students attending regular degree programmes were included.

Outcome measurements

Clinical instructor (good vs not good), clinical environment (conducive vs not conducive), assessment method (measurable vs not measurable), clinical staff-student interaction (good vs not good), clinical practice competency (competent vs incompetent).

Result

The study revealed that 33.6% (95% CI 26.3% to 39.41%) of students were clinically competent. Orientation about the objective of clinical practice (adjusted OR, AOR 2.387; 95% CI 1.011 to 5.635), enough time for mentoring during clinical practice (AOR 2.247; 95% CI 1.100 to 4.593). Students followed by instructors during conducting a procedure (AOR 2.655; 95% CI 1.294 to 5.449), assessment checklist during clinical practice (AOR 2.663; 95% CI 1.324 to 5.358), students who were allowed by clinical staffs to perform tasks (AOR 5.858; 95% CI 2.657 to 12.916), clinical instructor factors (AOR 3.051; 95% CI 1.717 to 5.421) and student-staff interaction factors (AOR 2.348; 95% CI (1.337 to 4.124) were statistically significant variables with the level of competency.

Conclusion

Around one-third of the students were clinically competent. Clinical instructor and staff-student interaction were significantly associated with clinical practice competencies among graduating nursing students. Therefore, designing an appropriate clinical practice protocol that includes improving the supervision of a clinical instructor is important to enhance the clinical practice competency of students.

SUBMITTER: Getie A

PROVIDER: S-EPMC8061847 | biostudies-literature | 2021 Apr

REPOSITORIES: biostudies-literature

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Publications

Clinical practice competencies and associated factors among graduating nursing students attending at universities in Northern Ethiopia: institution-based cross-sectional study.

Getie Addisu A Tsige Yosief Y Birhanie Emebet E Tlaye Kenean Getaneh KG Demis Asmamaw A

BMJ open 20210420 4

<h4>Objective</h4>To assess clinical practice competencies and associated factors among graduating nursing students attending public universities found in the Amhara Region, Ethiopia DESIGN: Institution-based cross-sectional study design SETTING: The study was conducted in six universities found in the Amhara Region from February to April 2018.<h4>Participants</h4>307 graduating nursing students participated. Of these, 173 were male and 134 were females from different ethnic groups; Amhara 145, ...[more]

PMID: 33879484

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Project description:BackgroundEducational environment refers to the diverse physical facilities, the clinical settings where students learn, the design and delivery of the curriculum, and involve the skills, and attitudes of the teachers. Due to various undesirable aspects of the educational environment, students often do not attain the expected professional standard of nursing care. There is limited evidence on students' perception of their educational environment in Ethiopia, particularly in the study area. Thus, this study aimed to assess nursing students' perceptions of their educational environment in government Universities of Southwest Ethiopia.MethodsAn institution-based qualitative case study was employed. Eight participants were interviewed from government Universities of southwest Ethiopia. Face to face in-depth interview was used to generate data. The interviews were conducted for forty-five minutes to one hour using an open-ended semi-structured guiding questionnaire. All interviews were recorded, transcribed, translated, and analyzed using a conventional content analysis approach; finally, themes were derived and presented with narration.ResultsThe analysis of this study yields four themes categorized as curriculum, instructors', organizations', and students. The result of the study revealed that there were poor institutions students support systems, inadequate skills and knowledge in certain instructors, inadequate instructional materials and teaching aids, scarce facilities in students' practical areas, accommodation, and transportation.ConclusionImprovement of nursing students' educational environment was recognized as a strong attention-seeking area. The majority of the key informants stated that the educational environment is not suitable for the teaching-learning process. Thus, to create a conducive educational environment, the Minister of education, Universities, instructors, and other concerned bodies should design and implement strategies targeted at the aforementioned problems.

Project description:BackgroundIn developing countries, abortion is often unsafe and a significant cause of maternal morbidity and mortality accounting for about 8% (4.7-13.2%) of maternal mortality worldwide. Internationally, safe abortion services are recognized as reducing maternal mortality, and liberalized abortion laws are associated with reduced mortality resulting from unsafe abortion procedures. However, health care providers have moral, social and gender-based reservations that affects their willingness towards providing induced abortion services. The purpose of this study was to assess willingness to perform induced abortion and associated factors among graduating Midwifery, Medical, Nursing, and Public health officer students of University of Gondar.MethodsInstitution based cross sectional study was conducted from March 29 to May 30, 2019. All graduating students available during data collection period were considered as study population. Stratified simple random sampling technique was used to select 424 study participants. Pre tested, semi- structured, self-administered questionnaire was used to collect data. Data analysis was done using SPSS version 20. Ethical clearance was obtained from School of midwifery under the delegation of institutional review board of university of Gondar.ResultsTwo hundred ninety students out of 424 students were willing to perform induced abortion for indications supported by Ethiopian abortion law, making a proportion of 68.4% (95%Cl: 64.2, 72.9). Sex (Being male (AOR = 4.89, 95%CI: 3.02, 7.89)), religion (being orthodox than protestant (AOR = 10.41, 95%CI: 3.02, 21.57)), being Muslim than protestant (AOR = 5.73, 95%CI: 1.37, 15.92)) and having once or less a week religious attendance (AOR = 2.00, 95% CI: 1.20, 3.34) were factors associated with willingness towards performing induced abortion.ConclusionsAccording to this study willingness of students towards providing induced abortion services was good. However female students, protestant followers and those students with more than once a week religious attendance should be encouraged to support women's access to induced abortion services by referring them to other health care professionals willing to provide induced abortion services.

Project description:BackgroundClinical practice is the means by which nursing students learn to apply the theory, facilitating integration of theoretical knowledge and practical skill in the clinical setting which becomes arts and science of profession. This correlation of theory and practice, and the building of meaningful experience, take place during clinical practice in the health care service. Even though, nursing students need to have clinical competency during practical setting, there were little available evidences regarding to their competency status in Ethiopia. Therefore, this study was aimed to assess magnitude of clinical competency and its predictors among undergraduate nursing students studying in universities of Southern regional state of Ethiopia in 2021 G C.MethodsMulti-centered institutional based cross-sectional study was conducted among 414 undergraduate nursing students studying in eight universities of Southern regional state of Ethiopia in 2021 academic year. Systematic random sampling technique after proportional allocation to each selected university was used to select the study participants. Data were collected using pretested structured questionnaire by face to face interview after written informed consent was obtained from each participant. Data were cleaned, coded and entered into Epidata version 3.01 and analyzed using statistical package for social science (SPSS) software version 26. Descriptive statistic for all variables and bi-variable and multi-variables logistic regression analysis to identify factors associated with clinical competency was computed and expressed in odds ratio. The result was presented in the form of text, tables and figures and those variables with P-value of <0.05 in multivariable analysis were declared as statistically significant.ResultFrom 423 total calculated sample sizes, 414 of them were participated in this study giving a response rate of 97.8%. From those participants, 248 (59.9%) of them has clinical competency [95% CI: (55.18%, 64.62%)]. In multivariable analysis, studying in post basic program [AOR: 5.58], conducive clinical learning environment [AOR: 4.10], good staff-student interaction [AOR: 7.44], satisfaction [AOR: 20.66] and positive attitude towards clinical practice [AOR: 2.49] were factors significantly associated with clinical competency.ConclusionIn this study, the overall magnitude of clinical competency was found to be unsatisfactory (59.9%). Studying in private program, non-conducive clinical learning environment, poor staff-student interaction, low satisfaction and negative attitude towards clinical practice were identified as factors associated with clinical incompetency. Policy makers, universities and teaching health facilities need to work collaboratively to create nurses with clinical competency by focusing on proper screening to select candidates for studying in private program, creating conducive clinical learning environment, integrating students with clinical staffs to facilitate learning and positive attitude change of students towards their profession to increase level of satisfaction.

Project description:There is an increased call for improving the environment in which nursing students learn the clinical skills. Clinical practice in the clinical placement sites should allow students to apply their theoretical knowledge in a real environment, develop nursing skills and clinical reasoning, and observe and adapt the professional role. This study aimed at identifying the factors influencing performance in clinical practice among preservice diploma nursing students in Northern Tanzania. This study relied on a cross-sectional analysis of data collected from nursing schools in Northern Tanzania in which 208 (123 nursing students and 85 nurse tutors) participants were recruited in the study. Data was gathered using a self-administered questionnaire which collected information on sociodemographic characteristics and factors influencing clinical practice categorized in students' factors, hospital based factors, social-economic factors, and nurse tutors opinions assessed. Descriptive analyses and chi-square test were employed to understand the background information of the sample and association between variables. Majority of the nursing students (84.4%) agreed that clinical placement offers students adequate opportunity for clinical practical learning. Barriers to effective clinical learning was reported by 70.1% of the participants and the barriers include student factors such as lack of self-confidence and absenteeism, school factors such as improper supervision, and poor preparation of clinical instructors or clinical facility factors. We found a significant association between type of barrier and gender (chi-square 0.786, p=0.020). More male nursing students (62.1%) significantly reported unsupportive environment as a barrier and anxiety was more common in female nursing students (48.9%) (p=0.020). Reporting of barriers to effective clinical learning by students from different schools of nursing was not significant (P=0.696). In addition, age of participants did not have significant association with effective clinical practice (p=0.606). Student's factors and placement based factors played an important role to influence clinical learning experiences. Offering preclinical orientation, distributing and clarifying clinical learning objectives to students, and frequent visits and supervision of students in clinical area may improve student learning experience in clinical placement. In addition, tailoring the interventions to gender may improve learning experiences.

Project description:This study examined lecturers' teaching competencies at universities in the attempt to improve the teaching and learning process by considering students' perspectives. Specifically, the study examined indicators of lecturers' teaching competencies in universities as well as establishing whether there is a relationship between students' perceived lecturers' teaching competencies and students' demographic parameters. The study used a cross-sectional survey design to generate data from 422 undergraduate students from three public universities in Tanzania using a questionnaire. Means, standard deviations, percentages and the independent T-test were used to analyse data. Experts and peer reviews were carried out to determine the validity of the study. The study's reliability was assessed using Cronbach Alpha in which content competency = 0.889, pedagogical competency = 0.809, assessment and evaluation skills = 0.701, and technological competency = 0.777 show acceptance of theoretical constructs. From the findings, students perceived content, pedagogical, assessment and technological competencies are key indicators of lecturers' teaching competencies that improve the teaching and learning process. Based on demographic factors, there was no relationship among the four variables. These findings imply that university lecturers are required to possess and master the perceived competencies and see how best they connect these competencies to students' needs, beliefs and aspirations during their teaching processes. Thus, in designing their lesson, lecturers have to consider the four teaching competencies, which in turn may improve students' performance. The study recommends a policy guideline by the Tanzania Commission for Universities for academicians to undergo training on assessment, pedagogy and technology. This will help lecturers to develop a common understanding of the teaching competencies and maintain teaching quality. Furthermore, universities should mobilize their resources and set aside enough funds to buy ICT facilities so that lecturers can easily integrate technology into their teaching processes so as to meet the current demand for technological advancement.

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Dataset Information

Clinical practice competencies and associated factors among graduating nursing students attending at universities in Northern Ethiopia: institution-based cross-sectional study.

Objective

Participants

Outcome measurements

Result

Conclusion

Publications

Clinical practice competencies and associated factors among graduating nursing students attending at universities in Northern Ethiopia: institution-based cross-sectional study.

Similar Datasets

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