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Conceptualizing and determining core clinical competencies in nursing students: a qualitative study
Y Moradi1, F Ahmadi2, A Sadeghi3
1Chronic Disease (Home Care) Center, Nursing and Midwifery School, Hamadan University of Medical Sciences, Hamadan, Iran.
This study defines clinical competency in nursing students as a multidimensional concept, encompassing practice adaptation, knowledge, self-direction, skills, ethics, and professional behaviors. Understanding these core components is key to improving nursing education.
Area of Science:
- Nursing Education
- Clinical Competency
- Qualitative Research
Background:
- Concerns persist regarding nursing students' clinical competencies despite curriculum modifications.
- A lack of clear definition for clinical competency and its components hinders improvement efforts.
Purpose of the Study:
- To conceptualize and explain the core clinical competencies of nursing students in Iran.
- To address the widespread concern about the inadequacy of clinical competencies in nursing graduates.
Main Methods:
- Qualitative conventional content analysis.
- Purposive sampling of 14 senior nursing students, 4 nurses, and 6 clinical instructors.
- Semi-structured interviews for data collection, followed by content analysis.
Main Results:
- The central theme identified was the 'multidimensionality of clinical competency'.
- Six core categories emerged: adapting to nursing practice, nursing knowledge, self-directed clinical learning, patient care skills, professional ethics, and professional behavior development.
Conclusions:
- Clinical competency in nursing students is a complex, multidimensional construct.
- A clear, comprehensive understanding of clinical competency's core dimensions is crucial for enhancing nursing education standards.
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