Jul 2026· International Journal of Health Sciences· 0 citations
TL;DR
This study concludes that students' self-efficacy is a key element of practice readiness, and its contribution is to help institutions establish learning priorities based on factors that remain robust after all variables are analyzed statistically together.
Abstract
Community nursing practice readiness is an important outcome of nursing education because it determines the ability of final-year nursing students to enter professional roles. This study aims to determine the dominant factors associated with practice readiness and explain their implications for learning. The study used a quantitative analytical design with a cross-sectional approach on final-year nursing students who had participated in community practice. Data were collected using a Likert-scale questionnaire measuring self-efficacy, practice experience, preceptor support, and practice readiness. Analysis was conducted using descriptive statistics, simple linear regression, and multiple linear regression. Separately, self-efficacy, practice experience, and preceptor support were positively and significantly related to practice readiness, with R² of 0.712, 0.669, and 0.794, respectively. In the simultaneous model, self-efficacy was the dominant factor with a beta of 0.63 and p<0.001. Preceptor support remained significant at the borderline significance, while practice experience was no longer significant. The final model explained 81% of the variation in practice readiness. This study concludes that students' self-efficacy is a key element of practice readiness. The novelty of the study lies in the simultaneous examination of three factors in the context of community nursing. Its contribution is to help institutions establish learning priorities based on factors that remain robust after all variables are analyzed statistically together. These findings provide an empirical basis for strengthening learning through simulation, reflection, decision-making, and targeted preceptor mentoring.
Objective: This study aimed to determine the professional readiness levels of final-year nursing students and their perceptions of the basic nursing skills they believe they have acquired during clinical practice.Methods: This descriptive study was conducted in the 2022–2023 academic year at the faculty of nursing of a state university. The population consisted of 170 students, and the sample included 125 who agreed to participate. Data were collected using the Descriptive Information Form, the Nursing Professional Readiness Perception Scale, and the 152-item Basic Nursing Skills Assessment Form based on the National Core Education Program in Nursing (HUÇEP). Data were analyzed using SPSS 21.0 through descriptive statistics and the Mann–Whitney U test with a significance level of p < 0.05.Results: The students’ mean total readiness score was 4.19±0.48, indicating a high level of readiness. Scores were significantly higher among students who willingly chose nursing (p=.040), felt ready to begin their careers (p =.002), and graduated from vocational health high schools (p=.011). The most frequently acquired skills were vital sign measurement, ECG recording and medication administration, while the least acquired skills were condom catheter application, Leopold’s maneuver and terminal care.Conclusions: Students demonstrated high professional readiness and basic clinical skill acquisition. Long-term, structured training programs are recommended.
Miray Aksu, Betül Demirel, P. Ince et al.· Sakarya Üniversitesi Holisti...· 0 citations
Clinical competence is a crucial outcome of nursing education. Many factors bind the education and the clinical environment, and still more factors develop nursing students’ clinical skills. These factors include the student’s personal readiness.
The aim of this study was to describe the phenomenon of personal readiness on the development of nursing students’ clinical skills in the private sector in the Philippines. Specifically, the study viewed personal readiness as self-efficacy, motivation, coping, and emotional resilience.
In this study, a quantitative descriptive correlational design was used on a sample of nursing students from private sector nursing schools in Iligan City. A battery of researcher developed, and some published, self-report questionnaires, were used to measure the above factors. Descriptive statistics, Pearson correlation, multiple regression, and structural equation modeling were used to describe and analyze the data.
Of the factors studied, self-efficacy was the strongest predictor of the development of clinical skills, followed by the emotional resilience, motivation, and coping. Personal readiness showed a positive, significant relationship to clinical competence, confidence, and the accurate execution of procedures and critical thinking. Structural equation modeling showed that personal readiness had a significant influence on the development of clinical skills.
Personal readiness had a significant effect on nursing students’ development of clinical skills. Formal education activities that enhance students’ self-efficacy, motivation, coping, and emotional resilience are likely to develop students’ personal readiness for practice and avail the society of competent nurses.
I. C. Enriquez, C. Dm, Nenita I. Prado, Ph.D· International journal of res...· 0 citations
Nursing students demonstrated a developing but not yet fully clinically competent and readiness for professional practice which mirrors the theoretical foundational competence with strength in communication and should address the emotional unpreparedness and the used of medical equipment and technologies.
Rosemarie D Vista, Najd Hamed Alenzi, Samia Ali Alanzi et al.· Journal of Frontiers in Mult...· 0 citations
This study determined the relationship between the innovative practices of clinical instructors and the student performance of nursing students at the University of La Salette as basis for a proposed Clinical Practice Enhancement Program. The study used a descriptive-correlational research design and involved third-year and fourth-year nursing students as respondents. A structured survey questionnaire was used to gather data on the respondents' profile, the level of innovative management practices of clinical instructors, and the level of student performance based on the Six-Dimension Scale of Nursing Performance. Frequency, percentage, weighted mean, Kruskal-Wallis H test, Mann-Whitney U test, and Pearson correlation coefficient were used to analyze the data. Findings revealed that the respondents were mostly within the 20-23 age range, predominantly female, and almost evenly distributed between third-year and fourth-year levels. The innovative management practices of clinical instructors were rated Very Highly Practiced, particularly in transformational leadership, support for professional development, creativity and change management, participative decision-making, and the use of technology and evidence-based practices. Student performance was rated Excellent across the six dimensions of nursing performance, with interpersonal relations as the strongest area and leadership as the area needing further strengthening. The findings also showed no significant differences in the students' evaluation of clinical instructors' innovative practices and student performance when grouped according to age, sex, and year level. However, a significant positive relationship was found between the innovative practices of clinical instructors and student performance. Thus, the null hypothesis on the relationship between the two variables was rejected. The study concluded that innovative, supportive, participative, and evidence-based clinical instruction contributed meaningfully to better student performance. Based on the findings, an Enhancement Program was proposed to sustain effective clinical teaching practices and further improve student leadership, feedback-seeking behavior, technology use, reflective learning, and professional development.
Hannah Kathrine B. Chiu, Steve M. Esteban· International journal of res...· 0 citations
The results of the data analysis showed a significant relationship between laboratory learning and student self-confidence, which means that the better the laboratory learning, the higher the students' self-confidence, with a moderate strength of relationship.
R. E. Nurhidayah, Erniyati, Reisy Tane et al.· Caring: Indonesian Journal...· 0 citations
