2026· International journal of research and innovation in social science· 0 citations
TL;DR
Of the factors studied, self-efficacy was the strongest predictor of the development of clinical skills, followed by the emotional resilience, motivation, and coping, followed by the emotional resilience, motivation, and coping.
Abstract
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.
Students demonstrated high professional readiness and basic clinical skill acquisition, while the least acquired skills were condom catheter application, Leopold's maneuver and terminal care.
Miray Aksu, B. Demirel, P. Ince et al.· Sakarya Üniversitesi Holisti...· 0 citations
Safe, quality patient care relies on well-educated nurses, and nursing education using evidence and skilled caring is essential. This study utilized the principles of competency-based education, the Sustainable Development Goals (SDGs), and a social constructivist perspective to analyze the influence of various academic factors on the development of nursing students’ clinical skills. The academic factors included curriculum, assessment, and digital literacy. This study examined how these factors were related to students' confidence and critical thinking; and the skills of competence and procedural accuracy. A quantitative descriptive correlational study was utilized. The study population included nursing students in three private higher educational institutions. The data collection utilized a researcher constructed and validated survey. The data analysis utilized descriptive statistics and the Pearson Product Moment correlation. The results indicated that the academic factors and the development of clinical skills were both positively perceived. The results of the correlation analysis indicated a positive significant relationship between the academic factors and the development of clinical skills, and the null hypothesis was rejected. Alignment of curriculum, competency-based assessment, and digital literacy provide students with the clinical skills necessary to be competent. These academic factors also promote SDG 3 and 4.
I. C. Enriquez, Cristine A. Gerot, Nenita I. Prado· International Journal For Mu...· 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
Background: Resilience is an important resource in nursing education, supporting students in adapting to demanding academic and clinical environments. However, evidence regarding the factors associated with resilience among nursing students remains inconsistent. This study aimed to examine the factors associated with resilience among undergraduate nursing students, with particular emphasis on gender, age, academic progression, institutional context, and selected sociodemographic characteristics. Methods: A cross-sectional quantitative study was conducted with 263 undergraduate nursing students from two higher education institutions in Portugal. Data were collected using the Takviriyanun Resilience Factors Scale, adapted and validated for the Portuguese population. Descriptive and inferential statistical analyses were performed to examine the two dimensions of the scale—Personal and Social Support Skills and Problem-Solving Skills—and their associations with sociodemographic and academic variables. Results: Students reported generally favourable levels of resilience-related factors, with higher scores observed in items reflecting personal responsibility and perceived social support. Comparatively lower scores were observed for items related to calmness and patience, confidence, optimism, and perceived social acceptance. A statistically significant gender difference was found in Problem-Solving Skills, with male students showing higher mean ranks than female students (p = 0.038); however, the effect size was small (r = 0.13). A moderate positive correlation was observed between Problem-Solving Skills and Personal and Social Support Skills (ρ = 0.394, p < 0.001). No statistically significant associations were found between the resilience dimensions and age, year of study, higher education institution, displacement status, place of residence, or religious affiliation. Conclusions: Undergraduate nursing students demonstrated generally favourable levels of resilience-related factors. Personal and Social Support Skills and Problem-Solving Skills were positively associated, suggesting a meaningful relationship between interpersonal resources and problem-solving competencies. Although a small gender difference was observed in Problem-Solving Skills, the findings do not indicate substantial gender-related differences in resilience-related factors. Educational strategies aimed at strengthening problem-solving, adaptive coping, emotional self-regulation, and social support may be relevant throughout undergraduate nursing education. Longitudinal and multicentre studies are warranted to further investigate the factors associated with resilience and to evaluate the effectiveness of resilience-focused educational interventions.
Maria Pereira, Carolina Miguel da Graça Henriques, Amélia Maria da Fonseca Simões Figueiredo et al.· Nursing Reports· 0 citations
Faculty shortages have become a significant concern in nursing education, potentially affecting the quality of instruction and students’ learning experiences. This study aimed to assess the quality of nursing education among students in a selected institution in Iloilo City in relation to faculty shortages and to determine whether demographic variables influence students’ perceptions. A descriptive-correlational research design was employed. A total of 60 nursing students from Level II to Level IV were selected through purposive sampling. Data were gathered using a validated researcher-made questionnaire consisting of demographic profile and perception indicators, and were analyzed using frequency, percentage, weighted mean, and Pearson correlation. Findings revealed that faculty shortages have a high impact on nursing education, particularly in clinical exposure, academic guidance, instructional quality, and learning environment. Students reported limited supervision, reduced mentoring, and decreased access to faculty support. Despite these challenges, results showed no significant relationship between demographic variables and students’ perceptions, indicating that the effects of faculty shortages are experienced consistently across different groups. The study concludes that faculty shortages significantly affect the overall quality of nursing education. These findings highlight the need for institutional interventions such as faculty recruitment, improved workload management, and enhanced academic support systems to ensure effective teaching and learning outcomes.
Andrew Lipardo, J. J. Dela Merced· International Journal of Nur...· 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
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