Aug 2026· International Journal of Nursing, Healthcare and Hospital Administration· 0 citations
TL;DR
It is recommended that nursing programs strengthen simulation-based learning, improve blended learning strategies, and integrate more real-life clinical scenarios to further enhance students’ readiness for professional nursing practice and ensure continuous improvement in nursing.
Abstract
This study examined the competencies of nursing students in both academic and clinical settings. It specifically assessed competencies in terms of skills, knowledge, and values, as well as clinical performance in skills laboratory and clinical duty. It also determined whether significant differences exist when respondents are grouped according to gender, year level, general weighted average (GWA), and learning modality. A descriptive-comparative research design was used, and data were analyzed using mean and inferential statistics. Findings revealed that nursing students are generally competent in all areas. In academic competencies, skills and knowledge were rated as “Agree,” while values obtained the highest rating of “Strongly Agree,” indicating strong professionalism and ethical behavior. In clinical competencies, both skills laboratory and clinical duty were rated as “Agree,” showing that students are capable of performing nursing tasks in both simulated and actual clinical environments. Results further showed that there are no significant differences in competencies when grouped according to demographic profile, leading to the acceptance of the null hypothesis. The study concludes that nursing students demonstrate consistent and satisfactory competency levels across academic and clinical domains. However, there is a need to further enhance independence and performance in skills laboratory activities. The findings suggest that current teaching strategies and learning modalities are effective in promoting uniform competency development among students. Based on the results, it is recommended that nursing programs strengthen simulation-based learning, improve blended learning strategies, and integrate more real-life clinical scenarios. These interventions aim to further enhance students’ readiness for professional nursing practice and ensure continuous improvement in nursing
The study found that the return demonstration greatly increased students' relevant learning experience skills and clinical performance, indicating that the technique adequately prepares individuals for real-world clinical situations.
Abenaza Jeremy Charles T, Liwag Erika Lyka C, Llagas Cyril Ann U et al.· International Journal of Adv...· 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
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
Background:
A constructive clinical learning environment (CLE) with a focus on student learning needs is vital for nursing education. Understanding the features of a healthy CLE for under graduate nursing students continues to be a challenge for healthcare organizations and educators in application of theory to practice.
Objective:
The objective of the study was to investigate the determinants of the clinical learning environment as perceived by BScN students in selected public universities in Kenya
Methods
: A descriptive quantitative cross-sectional design was employed where data was collected from consenting participants from two selected public universities in Kenya, using a pre-tested modified clinical learning environment inventory tool. The target population comprised of 125 fourth-year Bachelor of Science nursing students. The census technique will be used in this study. Quantitative data will be analyzed using SPSS version 27 for frequencies mean and percentages then presented using tables, charts, and graphs
Results:
The findings indicate that ward leadership style had a significant influence on clinical learning environment (F = 9.09; t = 3.63; p = 0.000 <0.05), ward culture had an influence on the clinical learning environment (F = 8.46; t = 10.76; p = 0.000 <0.05) and supervisory relationship influenced clinical learning environment (F = 1.13; t = 1.98; p = 0.020 <0.05)
Conclusions:
Ward leadership style, positive ward culture and supervisory relationships can foster a supportive clinical learning environment
Recommendations:
Strengthening leadership support for students while creating a supportive learning environment that promotes and maintain a collaborative learning culture is needed.
Murei Sally, Mosol Priscah, Osotsi Franklin· American Journal of Nursing...· 0 citations
The development of professional competencies is an essential component in the education of nursing students due to the growing demands of health systems. The objective of this systematic review was to synthesize the scientific evidence on professional competencies, the educational strategies used for their development, and the factors that favor or limit their consolidation. The review was conducted according to the PRISMA 2020 guidelines through searches in international databases and the application of previously established eligibility criteria. The studies analyzed show that clinical simulation, supervised practice, continuous feedback, and reflective learning strengthen clinical, communicative, ethical, and critical reasoning competencies. In addition, the quality of the clinical environment, teacher mentoring, and professional identity significantly influence competency development. It is concluded that competency-based education requires comprehensive pedagogical strategies and educational contexts that promote meaningful learning.
Jimena Palomino Malca, Juan Pedro Soplapuco Montalvo· Universidad, Ciencia y Tecno...· 0 citations
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