Assessing Professional Competencies Among Undergraduate Jordanian Nursing Students: A Cross-Sectional Study

To make sure that nursing students are capable of providing high-quality care and are adequately prepared for the workforce, it is imperative to evaluate the professional abilities of undergraduate nurses.

This study aims to assess the core professional competencies among undergraduate nursing students and evaluate the mean differences between professional competencies with student's demographic characteristics.

A descriptive, cross-sectional comparative design was used. A total of 150 nursing students were recruited using the convenient sampling method. Data were collected using the Nurse Professional Competence Scale (NPCS)-short version 35 items. Data were collected conveniently through an online form that was filled and submitted through a Google survey link that was started from February 8, 2024, to September 21, 2024. Descriptive statistics were used to describe the demographics of participants. Pearson correlation, t-test, and ANOVA were used.

The overall average competencies of nursing students were 80.8 ± 10.7 indicating high competency scores among nursing students. At .05 significant level (two-tailed), the correlation was significant between marital status (r = -.170, p = .037). Independent t-test results showed that there were no significant differences between age (t = 0.357, p = .35), marital status (t = 2.11, p = .411), and their previous taking of nursing courses (t = 3.25, p = .22). On the other hand, ANOVA indicated that age has a significant effect on overall professional competencies since higher age has an obvious effect on nursing competencies (F = 10.8, df = 2; p = .001).

The findings of this study can help educators and curriculum designers create programs that fill up the theoretical-clinical gaps, making graduates more capable of handling the demands of healthcare settings. Furthermore, to produce well-rounded, capable, and self-assured nursing professionals who can effectively contribute to patient care in Jordan, our findings highlight the necessity of enhancing clinical training, curriculum development, mentorship, and support system, conducting a professional development workshop, and collaborating with healthcare institutions.