Competency development of the transition era of nursing student’s road to register Ners as agents of change

Abstract

The main challenge faced by lecturers and academic staff is to prepare a competitive nursing curriculum that is connected to employment to prepare final year students for the Register of Ners (RN) during the transition period. Study to analyze and evaluate the transition process of late-stage nursing students to gain competencies according to clinical needs through clinical preceptorship. Cross sectional study analysis was used in this study. Sample characteristics include academic staff, 3rd year nursing students and nurse practitioners. The questionnaire consisted of 2 groups, 22 questions for staff and students, 23 questions for nurse practitioners. Test the validity of the Cronbach Alpha coefficient with an acceptance limit of 0.72 vs 0.73, (theory vs clinical function). SPPS data analysis is used according to design using descriptive statistics. Academic research is very minimally applied in clinical (85%), lack of knowledge and skills of academic staff (70%), use of conventional methods of ward management (72%), irrelevance of total working hours to nurse workload (82%), advantages and disadvantages of using standard clinical protocols (79%), nursing learning outcomes are not applied in health practice after graduation. The gap between theory and practice will interfere with the development of nursing specificity competencies in the face of the transition period towards Register Ners (RN's) as part of the renewal modality. Various recommended efforts to reduce this gap include through preceptorship training..