Clinical competency and associated factors among undergraduate nursing students studying in universities of Southern regional state of Ethiopia, 2021

被引：5

作者：

Terefe, Tamene Fetene ^{[1
]}

Geletie, Haimanot Abebe ^{[2
]}

Gebreeyesus, Fisha Alebel ^{[2
]}

Tarekegn, Tadesse Tsehay ^{[2
]}

Amlak, Baye Tsegaye ^{[3
]}

Kindie, Kassa ^{[4
]}

Geleta, Omega Tolessa ^{[2
]}

Mewahegn, Agerie Aynalem ^{[2
]}

Temere, Bogale Chekole ^{[2
]}

Mengist, Shegaw Tesfa ^{[2
]}

Beshir, Masino Tessu ^{[7
]}

Wondie, Alemayehu ^{[5
]}

Mengist, Belayneh ^{[6
]}

机构：

[1] Injibara Univ, Dept Pediat & Child Hlth Nursing, Injibara, Ethiopia

[2] Wolkite Univ, Dept Nursing, Wolkite, Ethiopia

[3] Debre Markos Univ, Dept Nursing, Debre Markos, Ethiopia

[4] Mizan Tepi Univ, Dept Nursing, Mizan, Ethiopia

[5] Wolkite Univ, Dept Biomed Sci, Wolkite, Ethiopia

[6] Debremarkos Univ, Dept Publ Hlth, Debremarkos, Ethiopia

[7] Arsi Univ, Dept Nursing, Arsi, Ethiopia

来源：

HELIYON | 2023年 / 9卷 / 08期

关键词：

Education; Ethiopia; Clinical incompetency; Nursing; Students; Universities;

D O I：

10.1016/j.heliyon.2023.e18677

中图分类号：

O [数理科学和化学]; P [天文学、地球科学]; Q [生物科学]; N [自然科学总论];

学科分类号：

07 ; 0710 ; 09 ;

摘要：

Background: Clinical 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.Methods: Multi-centered institutional based cross-sectional study was conducted among 414 un-dergraduate 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.Result: From 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.Conclusion: In this study, the overall magnitude of clinical competency was found to be unsatis-factory (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.

引用

页数：8

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