Perceived Clinical Competence among Undergraduate Nursing Students in the University of Gondar and Bahir Dar University, Northwest Ethiopia: A Cross-Sectional Institution Based Study

Bifftu, Berhanu Boru; Dachew, Berihun Assefa; Tiruneh, Bewket Tadesse; Mekonnen, Mengistu; Bayu, Netsanet Habte

doi:10.1155/2016/9294673

Cited by 24 publications

(22 citation statements)

References 25 publications

(28 reference statements)

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“…Further, this result may be due to the quality of clinical training and instructors' close observation of students' performance in the clinical area. These results agree with the study by Bifftu et al (2016), which examined the clinical competence of nursing students in northwest Ethiopia. Overall, the researchers reported that about half of the study participants (48.7%) perceived themselves as having high clinical competence.…”

Section: Discussionsupporting

confidence: 92%

Self-efficacy and clinical competence of fourth-year nursing students: A self-reported study

Albagawi¹

2019

Int. j. adv. appl. sci.

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The current investigation aims to assess the level of clinical competence and self-efficacy of fourth-year nursing students, and its relationship to the students' demographic characteristics. To achieve this, the researchers used a quantitative-comparative approach. The respondents of the study were fourth-year nursing students from the University of Hail, Kingdom of Saudi Arabia, who were identified through convenience sampling with all fourthyear students. The clinical competence questionnaire and general selfefficacy scale tools were adapted for use in the study. Descriptive statistics were used to determine the participants' demographic characteristics, level of clinical competence, and level of self-efficacy. The Pearson r test was also utilized to explore the relationship between the study variables. Both the level of clinical competency (m = 3.50, SD = 1.252) and self-efficacy (m = 3.23, SD = 0.837) of the students was high. The Pearson r test indicated no significant correlation between the students' clinical competence level and gender. However, a significant correlation was noted between the students' clinical competence level and program type, civil status, and age. No significant correlation was found between the students' self-efficacy level and gender, civil status, or age, yet a significant correlation was found between the students' self-efficacy level and program type. A significant correlation was also noted between clinical competence level and selfefficacy level. The students had high clinical and self-efficacy levels, which nursing students must display to perform acceptably within standard roles and responsibilities in clinical settings. Hence, the fourth-year nursing students had the clinical capabilities to organize and implement the necessary courses of action.

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Section: Discussionsupporting

confidence: 92%

Self-efficacy and clinical competence of fourth-year nursing students: A self-reported study

Albagawi¹

2019

Int. j. adv. appl. sci.

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“…The regression analysis revealed a predictor model for perceived competence (PCNS), including both types of self‐efficacy, resilience, and academic level as predictors. These variables appear separately in other regression models reported by other authors (Abdal, Alavi, & Adib‐Hajbaghery, ; Bifftu, Dachew, Tadesse Tiruneh, Mekonnen Kelkay, & Bayu, ; Mohamadirizi et al, ). This finding highlights the importance of self‐efficacy and resilience throughout the nursing curriculum, as variables, which foster perceived competence among nursing students.…”

Section: Discussionmentioning

confidence: 58%

Testing general self‐efficacy, perceived competence, resilience, and stress among nursing students: An integrator evaluation

Gómara

Miguél

Elguea

et al. 2020

Nursing & Health Sciences

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The purpose of this study was to develop a predictive model for perceived competence and to obtain an integrator evaluation of the nursing curriculum with measures of nursing self‐efficacy, general self‐efficacy, resilience, and stress among nursing students. A correlational study with nursing students (N = 265) from the degree in nursing was conducted. A factor analysis was used to test the construct validity of nursing self‐efficacy and perceived competence. The correlational and discriminant analyses evaluated the factors in the four academic levels of the degree (2016–2017) to identify the variables involved in the classification of the students in each level. The results of exploratory and confirmatory factor analyses of nursing self‐efficacy and perceived competence revealed a statistically significant good fit and consistency. Nursing self‐efficacy, general self‐efficacy, resilience, and year of the degree course predicted 34% of perceived competence scores. The discriminant function of nursing self‐efficacy, perceived competence, and resilience classified 76% of participants in the first and last years of the degree. Nursing self‐efficacy, perceived competence, and resilience increased with academic level. They help chart nursing students' progress through the curriculum.

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“…[12] Because dynamic and uncertain nature of healthcare environment such as demographic changes of the population, increasing the technological advancements,[34] and increasing the prevalence of chronic illnesses and disabilities requires the competent professional nurse to manage the rapidly changing environment. [56]…”

Section: Introductionmentioning

confidence: 99%

Explaining the inhibitory characteristics of clinical instructors in the process of developing clinical competence of nursing students: a qualitative study

Sadeghi

Oshvandi

Moradi

2019

J Family Med Prim Care

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Background: Different inhibitory factors may play a role in the process of developing the students’ clinical competence; among them, some of the characteristics of clinical instructors can be considered as the most important factors. Purpose: The aim of this study was to determine the inhibitory characteristics of instructors in the process of developing clinical competence in nursing students. Methods: This qualitative study was conducted using the conventional content analysis. Seventeen senior nursing students were selected by purposive sampling method. Individual semistructured interviews were used to collect data. After recording and implementing the interviews, the content analysis was used to extract the concepts. Results: According to participants’ experiences, the three themes, i.e. “autocracy,” “low clinical competence,” and “self-confidence weakness” were extracted as inhibitory features of clinical instructor in the process of developing the clinical competence of nursing students. Conclusion: The findings of this study illustrate the characteristics of a clinical instructor, which play an important role in reducing the clinical development and lack of clinical competence development among students.

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Perceived Clinical Competence among Undergraduate Nursing Students in the University of Gondar and Bahir Dar University, Northwest Ethiopia: A Cross-Sectional Institution Based Study

Cited by 24 publications

References 25 publications

Self-efficacy and clinical competence of fourth-year nursing students: A self-reported study

Self-efficacy and clinical competence of fourth-year nursing students: A self-reported study

Testing general self‐efficacy, perceived competence, resilience, and stress among nursing students: An integrator evaluation

Explaining the inhibitory characteristics of clinical instructors in the process of developing clinical competence of nursing students: a qualitative study

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