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
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.