Document Type : Research articles
Authors
1
Demonstrator Nursing Education, Faculty of Nursing, Alexandria University
2
Professor, Pediatric Nursing, Faculty of Nursing, Alexandria University
3
,Assist Professor Nursing Education, Faculty of Nursing, Alexandria University
4
Assistant Professor Nursing Education, Faculty of Nursing, Alexandria University.
5
Assistant Professor Pediatrics Department, Faculty of Medicine, Alexandria University.
Abstract
Background: Clinical practice is an imperative component of nursing education, where students apply theoretical knowledge in real healthcare settings. However, clinical practice can be demanding and stressful, particularly in pediatric nursing, due to the unique challenges of caring for neonates. This stress can impact their ability to demonstrate clinical competence, encompassing the knowledge, skills, and attitudes necessary for safe and effective nursing practice. Aim: Explore the relationship between clinical competence and clinical practice stress among pediatric nursing students. Research design: A descriptive correlational research design was used in the present study. Setting:
This study was conducted at five neonatal intensive care units in Alexandria hospitals, Alexandria University, Egypt. Subject: 200 nursing students were selected conveniently to represent all nursing students (N = 240) who enrolled in clinical training at the Pediatric Nursing Department during the second semester of the academic year 2021-2022. Tools: Three tools were used for data collection. Tool I: "Perceived Stress Scale (PSS)". Tool II, "Clinical Competence Self-Assessment Tool (CCSAT)". Tool III, “Gavage feeding observational checklist”. Results: More than two-thirds of pediatric nursing students had a moderate level of clinical practice stress, more than one-third of them were competent in the knowledge of the gavage feeding procedure, and more than two-thirds were also competent in demonstrating the gavage feeding procedure as well as the majority of them had a positive attitude toward their competence. Moreover, there was a positive, weak correlation between clinical practice stress and clinical competence among pediatric nursing students. Conclusion: Clinical competence is the outcome of nursing education. Low levels of clinical practice stress help nursing students develop clinical competence. Recommendation: Addressing effective teaching strategies, creating an optimal learning environment, and utilizing stress management techniques foster the development of clinical competence.
Keywords
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