Empowering Future Nurses Through Quality Education: Examining the Relationship Between Academic Factors and Clinical Skills Development

Abstract

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.