Jul 2026· International Journal of Sustainability and Advanced Integrated Research· Vol 2, pp. 257-265· 0 citations· 38 references
Abstract
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.
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
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
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
Clinical education is a fundamental component of medical training. This study examines the experiences of clinical students across various health professions to provide valuable insights for educational planners involved in designing effective and socially relevant clinical training curricula.
This descriptive-analytical study employed a stratified random sampling method to select clinical students from the disciplines of nursing, midwifery, operating room technology, and pre-hospital emergency medicine at educational institutions in Shoushtar. Data were gathered using a standardized questionnaire designed to evaluate factors affecting the quality of clinical education. The data were analyzed using Pearson correlation, Chi-square tests, independent t-tests, and analysis of variance (ANOVA).
A total of 190 students participated in the study, including 60 males and 130 females, with ages ranging from 18 to 39 years. Participants were enrolled in nursing (
n
= 105), operating room technology (
n
= 30), midwifery (
n
= 40), and emergency medicine (
n
= 15) programs. Male students reported significantly lower scores in areas related to student–teacher interactions, the learning environment, and evaluation criteria. Notably, overall clinical education scores demonstrated a decreasing trend with increasing age. Emergency medicine students achieved the highest scores, while those in nursing and operating room programs recorded the lowest.
The mean scores related to educational objectives, instructor quality, student–teacher interactions, and the learning environment were lower among male students, older participants, and those enrolled in nursing and operating room programs. These findings highlight the need for targeted educational interventions to improve clinical training objectives, enhance the involvement of qualified instructors, and foster more supportive learning environments.
Zahra Mehri, A. Jahangirimehr, Mohammad Nikzadian et al.· Journal of Education and Hea...· 0 citations
Aims: This study aimed to assess nursing students’ perceived competence in providing preoperative patient care. Methods: This descriptive and cross-sectional study was conducted at the faculty of nursing of a university in western Turkiye during the 2024-2025 academic year. The study sample consisted of 484 students with clinical experience in surgical units. Data were collected using a Descriptive Information Form and the Perceived Preoperative Nursing Care Competence Scale for Nursing Students (PPreCC-NS). Results: The students’ mean total score on the scale was 93.39±15.53. The highest subscale score was for legal responsibility and adherence to ethical principles (22.08±3.97), while the lowest was for patient assessment and monitoring (19.84±3.95). Female students, those not employed, and those who regularly reviewed course materials had significantly higher competence scores (p<0.05). A weak positive correlation was also found between grade point average and perceived competence (p<0.01). Conclusion: Overall, nursing students demonstrated high levels of competence in preoperative care; however, further improvement is needed in patient assessment and monitoring. Incorporating scenario-based simulations, digital learning tools, and ethically guided Artificial Intelligence applications into educational programs may enhance students’ clinical decision-making and patient safety-focused competencies.
Burçak Şahin Köze, Mehmet Alper Akyüz, Meryem Yavuz van Giersbergen· Journal of Health Sciences a...· 0 citations
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