The Clinical Practical Skills Readiness of Nursing College Students at Riyadh Elm University-Bridging the Gap between Education and Clinical Practice: A Cross-sectional Study
2026· Journal of Frontiers in Multidisciplinary Research· Vol 7, pp. 64-72· 0 citations
TL;DR
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.
Abstract
Background: Nursing transition from nursing education to clinical practice needs a comprehensive development to gain confidence in mastery experience to ensure nurse preparedness to professional nursing practice. Evidence has shown a point of gap between theoretical and practical wherein nursing graduates must face in dealing with confidence to perform clinical nursing care.
Aim: The purpose of this study was to evaluate the level of clinical practical skills and readiness for professional practice and to examine the relationship between nursing student’s clinical practical skills and readiness.
Methods: A quantitative descriptive, cross sectional survey design was employed. A self-reported questionnaire which contains demographic background, clinical practical skills and readiness were electronically distributed via link to 115 nursing students who finished their theoretical coursework and with clinical placements. Data were collected, retrieved, analyzed using descriptive (frequency, percentage, mean, and standard deviation) and inferential statistics (Pearson's chi-square, Cramér's V, and Spearman's rank correlation coefficient).
Results: Findings revealed that majority of nursing students demonstrated a moderate level of clinical practical skills (71; 61.7%), while 29 (25.2%) had high and 15 (13.0%) had low clinical practical skills. Similarly, the majority exhibited moderate readiness (68; 59.1%), followed by high readiness (32; 27.8%) and low readiness (15; 13.0%). The overall mean scores indicated moderate perceptions of both clinical practical skills (M = 2.87, SD = 1.38) and readiness (M = 2.97, SD = 1.22). A statistically significant and very strong positive relationship was found between clinical practical skills and readiness (χ² = 131.83, p <.001; Cramér's V = 0.757; Spearman's ρ = 0.933, p <.001), indicating that higher clinical practical skills were associated with greater readiness for professional nursing practice.
Conclusion: The nursing students demonstrated a developing but not yet fully clinically competent and readiness for professional practice. They possess a neutral to moderate level of clinical practical skills and readiness which mirrors the theoretical foundational competence with strength in communication and should address the emotional unpreparedness and the used of medical equipment and technologies. The nurse’s perceived that unsupportive clinical environment / staff attitude were the main barriers in clinical practice.
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
The study underscores the importance of aligning theoretical instruction with clinical practice through stronger supervision, availability of clinical materials, and improved collaboration between training schools and clinical sites to enhance student competence and contribute to quality nursing care in Zambia.
Sarah Banda, Lonia Mwape, C. Ngoma· Texila international journal...· 0 citations
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.
Yosua Rumainum, Syaharuddin Nur, Trajanus L. Jembise et al.· International Journal of Hea...· 0 citations
The purpose of this study was to investigate the efficacy of return demonstration in improving associated learning experience skills and clinical performance among nursing students at Dr. Carlos S Lanting College. It specifically evaluated students' self-confidence and clinical competence in performing nursing procedures, applying theoretical knowledge, making clinical decisions, communicating, and managing clinical duties.
A quantitative study design was used, with a structured questionnaire as the major data collection tool. The respondents were nursing students, and the statistical methods used were the frequency and percentage, weighted mean average (WAM) and Cronbach's Alpha to analyze the data and verify instrument reliability.
The study found that the return demonstration greatly increased students' relevant learning experience skills and clinical performance. Respondents reported excellent levels of self-confidence and clinical performance, indicating that the technique adequately prepares individuals for real-world clinical situations.
The study concludes that return demonstration is an effective teaching method in nursing education. It is advised that educators continue to strengthen their implementation and that institutions allocate enough resources to facilitate student learning and skill development.
Abenaza Jeremy Charles T, Liwag Erika Lyka C, Llagas Cyril Ann U et al.· International Journal of Adv...· 0 citations
This study examined the effects of Entrustable Professional Activities (EPAs) on nursing students’ clinical performance as perceived by clinical instructors. Anchored on Benner’s Novice-to-Expert Theory, the study emphasized progressive clinical competence, guided practice, feedback, supervision, and entrustment in preparing students for professional nursing roles. A descriptive quantitative research design was used. The study was conducted in Metro Manila among 93 selected clinical instructors who were Filipino registered nurses with at least four months of clinical instruction experience. Data were gathered using an adapted questionnaire with three sections covering demographic profile, perceptions of EPAs, and satisfaction with nursing students’ clinical participation and performance. The instrument used a four-point Likert scale and demonstrated excellent reliability, with Cronbach’s Alpha values of .929 for the EPA perception scale and .941 for the nursing student performance satisfaction scale. Findings showed that clinical instructors had a high level of perception of EPAs, with a mean score of 3.50 and standard deviation of 0.48. They also reported a high level of satisfaction with nursing students’ clinical participation and performance, with a mean score of 3.44 and standard deviation of 0.48. The results indicate that EPAs helped strengthen clinical competence, accountability, confidence, and readiness for professional nursing practice. The study concluded that EPA-based evaluation supports the integration of academic instruction and clinical practice and helps prepare students for safe, patient-centered care. It recommended stronger academic-clinical collaboration, consistent EPA-based assessment, professional development for clinical instructors, and further studies involving broader respondents and diverse healthcare settings. The study supports SDG 3, SDG 4, SDG 8, SDG 9, and SDG 17 through its focus on patient safety, quality nursing education, workforce readiness, digital assessment tools, and institutional partnerships. Its sustainability impact lies in strengthening nursing education, healthcare workforce preparation, clinical training systems, and academic-hospital collaboration.
Gerardo Nicolas· International Journal of Sus...· 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.
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