Readiness and heel prick skills in intern nurses: A correlational study.

Self-perception of readiness for clinical practice: A survey of accelerated Masters program graduate registered nurses.

BackgroundStressors critically influence nursing students’ well-being, academic performance, readiness for clinical practices, and professional development. This study tests a hypothesized model examining the effect of stressors on first-year students’ readiness for clinical practice.MethodsA descriptive cross-sectional study was conducted with 553 first-year nursing students from three public universities in Türkiye between April 15 and May 15, 2024. Institutional permissions and ethics approval were obtained (March 29, 2024; no. 621). Data were analyzed using descriptive statistics, Pearson correlation, and path analysis.ResultsIt was determined that nursing students’ readiness for clinical practice increased as their stress related to education, relationships, confidence, and uncertainty, as well as their overall stress levels, decreased (p < 0.001). All stressors negatively impacted readiness for clinical practice of first-year nursing students, supporting all study hypotheses and explaining 73.5% of the variance in students’ readiness for clinical practice.ConclusionsThe findings of this study strengthen the importance of psychological support for students to prepare them for clinical practices. Novice nursing students need a well-organized educational process that helps them manage stress and connect theory with clinical practice.

The purpose of this study was to examine the effects of university- and clinical-level stress and satisfaction with the nursing major on clinical reasoning competence and readiness for clinical practice among nursing students who had completed clinical practicum within the previous six months. A total of 141 students participated, and the data were collected from July 11 to September 20, 2025. The mean scores were 2.64±0.82 (out of 5) for stress, 3.31±0.64 (out of 5) for clinical reasoning competence, and 2.84±0.38 (out of 4) for readiness for practice. Significant group differences were found across levels of satisfaction with the nursing major, indicating that students who were more satisfied with their major reported lower stress and higher competence and readiness scores. Correlation analysis revealed negative associations between stress and both clinical reasoning competence (r=-.258, p=.002) and readiness for practice (r=-.421, p&lt;.001), while clinical reasoning competence and readiness for practice were positively correlated (r=.659, p&lt;.001). Multiple regression analysis showed that, taking the group dissatisfied with their nursing major as the reference, students who were satisfied with their major demonstrated significantly higher levels of clinical reasoning competence and readiness for practice. In addition, lower stress levels were associated with significantly higher scores in both clinical reasoning competence and readiness for practice. The regression models explained 16% (F=9.63, p&lt;.001) and 26% (F=13.46, p&lt;.001) of the variance, respectively. These findings highlight the importance of educational and organizational strategies aimed at reducing stress and enhancing satisfaction with the nursing major to strengthen nursing students’ clinical reasoning competence and readiness for practice prior to entering the workforce.

BackgroundAlongside providing a knowledge base and practical skills, undergraduate medical education must prepare graduates to immediately begin practice as qualified doctors. A significant challenge is to provide safe learning opportunities that will optimise students’ preparedness to start work. This study examined UK graduates’ preparedness for clinical practice, and their exposure to real-life and simulated immediate care scenarios during final year placements.MethodA questionnaire measuring students’ perceived preparedness, and their exposure to immediate care scenarios, was distributed to all new Foundation Year 1 doctors (F1s) attending an induction session in one region of the UK.Results356 F1s responded to the questionnaire (91% response rate; 89% of cohort) and data from 344 graduates of UK medical schools were analysed. Respondents were generally prepared for practice, but many reported few ‘hands-on’ experiences of providing immediate care during final year placements (a median of 1–2 experiences).Those who had 1–2 experiences reported no greater preparedness for acute management than those reporting no experience. Several exposures are necessary for a significant increase in perceived preparedness. Real-life experience was a better predictor of preparedness than simulated practice.ConclusionsGaps still remain in medical students’ acute care experience, with a direct relationship to their perceived preparedness. The format and facilitation of placements may need to be addressed in order to enhance the quality of experience during final year.Electronic supplementary materialThe online version of this article (doi:10.1186/1472-6920-14-223) contains supplementary material, which is available to authorized users.

Introduction/Objective Resident physician moonlighting is controversial and uncommon in Pathology, usually limited to anatomic pathology grossing support. Due to an acute staffing shortage in our department, we offered senior AP/ CP residents in our program a “moonlighting” opportunity involving partnership with attendings to supervise junior residents for transfusion medicine on-call (TMO) . Given the conflicting claims of educational benefit and detriment of moonlighting, we sought to evaluate impact of TMO moonlighting activities on residents' educational experience and preparedness for clinical practice. Methods/Case Report Residents selected for moonlighting TMO were PGY-3/4, “exceeded expectations” on their transfusion medicine rotation and had taken resident TMO. After initial “boot camp” exercises involving common TMO scenarios, they were added to the attending on-call schedule with a fair financial incentive. They were the first resource and provided in-person support for the TMO resident. Attendings were available for consultation via a secure communications platform (phone and text). After one year, residents were surveyed regarding overall experience, sense of graduated responsibility, impact of financial incentive, preparedness for future practice, and impact on day- time service commitment. "Resident In-Service Examination" (RISE) score was used to estimate impact of TMO on medical knowledge. Results (if a Case Study enter NA) NA. Conclusion Four out of the five residents took the survey. All 4 responded “definite” for positive experience, feeling of graduated responsibility and preparedness for practice. Financial incentive was assessed favorably. No resident reported an adverse impact on their daytime service responsibility. The group median score on RISE transfusion medicine 2022 was 75th percentile with median increase in 10 percentile points. As pathology moves towards sub- specialty practice, working fluency in some areas such as TMO remains a necessity for smaller group practices. Our experience (albeit with a small group of residents) suggests that TMO moonlighting activities may better prepare the residents for this unmet need.

IntroductionPractical sessions and simulation-based learning improve undergraduate medical students’ (MS) perceived preparedness for practice (PPFP), their provision varies amongst universities.1–3 MS can feel unprepared for entering clinical practice (ECP), especially...

The aims of this study were to examine associations between heightened vigilance and perceived discrimination on readiness for clinical practice and to examine the mediating effects of social support and resilience. A survey was distributed to dental trainees (dental and dental hygiene students) enrolled at a US dental school located in the mid-Atlantic region. The survey assessed readiness for clinical practice and included measures of perceived discrimination, heightened vigilance, and the following wellness measures: perceived stress, resilience, anxiety, social support, and coping. Adjusted for gender, and race/ethnicity, we regressed heightened vigilance and perceived discrimination independently on students' readiness for clinical practice. To assess mediation, we computed the direct effects of heightened vigilance and perceived discrimination and potential indirect effects mediated through social support and resilience. A total of 250 students who completed the survey had complete data on all variables. Five percent identified as Black or African Americans, 34% as Asians, and 8% as Hispanic/Latino. Sixty-two percent were female and 91% were dental students. The overall mean (SD) heightened vigilance and perceived discrimination scores were 18.9 (4.9) and 10.5 (7.6), respectively. Only the mean score for heightened vigilance differed significantly by race/ethnicity (p=0.02). Higher heightened vigilance (odds ratio [OR]=0.75 95% confidence interval [CI]: 0.25, 2.23), and perceived discrimination (OR=0.52, 95% CI: 0.33, 0.88) scores were independently associated with lower adjusted odds of reporting high confidence in readiness for clinical practice even after adjusting for the mediating effects of social support and resilience, although the association for heightened vigilance was not statistically significant. Heightened vigilance and perceived discrimination appear to negatively impact dental trainees' career readiness. Intentional efforts to prioritize an anti-racism approach within dental education programs and patient care across the nation are warranted.

IntroductionNursing college education aims to provide students with professional competence in nursing care practices (e.g., critical thinking, problem-solving, and clinical evaluation knowledge). The practice readiness of nursing college graduates is crucial for new nurses’ successful role transition.ObjectiveTo determine the practice readiness of nursing college graduates in Korea and explore related factors.MethodsA cross-sectional descriptive study was conducted using convenience sampling. Participants were newly licensed nurses who graduated from 10 nursing colleges in South Korea in 2023 and had not yet begun clinical practice. Inclusion criteria were: age 20–30 years, possession of a nursing license, and informed consent to participate. Individuals with psychiatric histories or clinical work experience were excluded. The required sample size was calculated as 172; 178 participants were included. Study instruments included the Tromsø Social Intelligence Scale, the Korean Undergraduate Clinical Education Environment Measure, and the Korean version of the Readiness for Practice Survey.ResultsThe overall mean score for practice readiness was 2.81 ± 0.37. Among subfactors, professional identity scored highest (2.96 ± 0.47), while trials and tribulations scored lowest (2.61 ± 0.45). Social intelligence (r = .61, p < .001) and clinical education environment (r = .53, p < .001) were positively correlated with practice readiness. In the final regression model, satisfaction with simulation practice (β = .20, P = .001), satisfaction with overall university education (β = .15, p = .041), social intelligence (β = .49, p < .001), and clinical education environment (β = .28, p < .001) were significant factors.ConclusionEnhancing social intelligence and satisfaction with simulation and overall educational experiences are key to improving graduates’ readiness for clinical practice. Investing in high-quality clinical environments and simulation programs may foster smoother transitions to professional nursing roles. These findings highlight the need for curriculum and policy initiatives that support individual development and systemic improvements in nursing education.

Background and Purpose. The objective structured clinical examination (OSCE) is widely used as an assessment of competency in health sciences education. The aim of our systematic review was to appraise the scientific rigor of the OSCE as a competency-based assessment in health sciences education, including physical therapy. Methods. Our search was performed in 6 databases—Ovid MEDLINE(R), CINAHL, EMBASE, APA PsycINFO, ERIC, and Web of Science—to identify original data evaluating the OSCE in programs of education in physical therapy and related health sciences disciplines. Data were extracted as per the Utility Model to evaluate the validity, educational impact, reliability, acceptability, and costs of the OSCE in these programs. Results. The search identified 106 records, with 13 studies meeting our eligibility criteria. The OSCE is distinct from traditional clinical assessments, with low-to-fair concurrent validity between the 2 assessment types. The OSCE was used for instructional design, namely, curriculum development and alignment, and for educational practice, namely, making decisions on students' readiness for practice. Limitations of the OSCE include poor-to-low validity to predict practice readiness and low-to-acceptable reliability, with student-specific, domain-specific, and examiner-specific effects on outcomes identified. Strategies were provided which could improve the scientific rigor of the OSCE. Discussion and Conclusion. Based on current evidence, the scientific rigor of the OSCE may be insufficient to support its use to make academic decisions on students' standing in health sciences programs, including physical therapy, and readiness for clinical practice, with confidence. However, the OSCE can play an important role in instructional design and in guiding student learning. Protocol registration: PROSPERO, ID 162338.

Background: The clinical learning environment (CLE) provides student nurses with practical experience and skill development. However, COVID-19 restrictions have raised concerns about their readiness for clinical practice.Aim: This study examined student nurses’ readiness for clinical practice post-COVID-19 at two nursing institutions in South Africa.Methods: A qualitative, explorative, and descriptive approach was used to gather perspectives from 3rd- and 4th-year student nurses. Two focus groups were conducted at each institution, achieving data saturation with 31 participants. The data was audio recorded with their consent. Using Braun and Clarke’s framework, descriptive thematic analysis was employed.Results: The study identified two main themes: (1) Positive perspectives: Adaptation and Open-mindedness, and (2) Negative perspectives: Intimidation and Strained Relationships.Conclusion: Participants emphasised the necessity for adaptation and innovation during the pandemic. Although intimidation and strained relationships impacted their confidence, these challenges also promoted personal growth and development. Student nurses demonstrated significant adaptability and openness to innovation, which enhanced their learning and readiness for clinical practice (RtCP) post-COVID-19.Contribution: Despite facing intimidation and strained relationships, these experiences fostered both personal and professional growth, improving employability. The study underscores the critical role of adaptability and innovation in nursing education, particularly in the post-COVID-19 context. Mentorship and supportive environments can mitigate intimidation and strained relationships, thereby boosting confidence and autonomy, and resulting in more competent nursing professionals.

In adult intensive care units (ICUs), high-level nursing competency is a significant determinant of patient safety. Due to the cross-country variability in the education system, clinical settings and content of internship programmes, the generalisability of the existing literature on intern nurses' competency is limited. The term intern nurse refers to a graduate nursing professional in their mandatory, pre-licensure clinical training programme. To examine the level of perceived professional competence of intern nurses trained at adult ICUs and its association with their intention to stay in the nursing profession, work stress and work satisfaction. This cross-sectional online survey involved 960 intern nurses in 16 adult ICUs across four university hospitals in Egypt. Perceived professional competence was assessed using the 35-item Nurse Professional Competence Scale-Short Form. Intention to stay, work stress and work satisfaction were assessed using a single item each. Descriptive, bivariate and multivariate analyses were performed. The response rate was 94.38%. About a third of the participants were self-reported incompetent, 68.4% were potential leavers, 44.3% had high work stress, and 55.8% had low work satisfaction. All self-reported incompetent intern nurses were potential leavers. Self-reported competent intern nurses were significantly less stressed and more satisfied. Adjusted for sex, ICU work experience before the internship year, and marital status, self-reported competency is a positive predictor of low work stress and moderate-to-high satisfaction (odds ratio [95% confidence interval]: 2.488 [1.836-3.373] and 9.132 [6.299-13.240], respectively). Intern nurses' intention to stay in the profession, work stress and work satisfaction are strongly related to their perceived competency. Improving nurses' competency is necessary to improve not only patient care and safety but also nurses' satisfaction and retention and decrease their work stress. Competency-based clinical learning environments and mentorship would help interns develop their professional competency, cope with work stress and achieve higher job satisfaction, which would ultimately enhance their retention.

As nursing interns enter challenging clinical settings, evaluating their preparation and readiness is vital for adaptation success. Sufficient real-world experience and patient care are crucial preparation components that enable effective practice and higher competencies. This study aimed to assess nurse interns' perception of clinical preparation and readiness for clinical internship experiences. A self-administered questionnaire was distributed, comprising three sections on demographics, clinical preparation requirements, and the Casey-Fink Readiness for Practice Survey. Descriptive statistics as the mean and standard deviation, numbers and percentages, linear regression model, and Pearson correlation coefficient were used for reporting normal distribution, categorical variables, and relationship between a scalar response and one or more explanatory variables and to calculate statistics between two continuous variables. The participants were 130 nurse interns who were involved in an internship between 2016 and 2020, 50% of the nurse interns. They had a moderate level of clinical preparation, and 28.5% of them exhibited a low level. In addition, 53.8% were found to be moderately ready for practice, while 22.3% had a low level of readiness. The observed significant positive correlation between perceived preparation and readiness underscores the pivotal role of clinical preparation in influencing practice readiness. Implications. These findings emphasize the importance of targeted interventions aimed at enhancing clinical preparation to directly bolster overall readiness for professional practice among nurse interns.

The Coronavirus Disease 2019 (COVID-19) has impacted overall nursing education program requirements, classroom delivery of theory hours, as well as clinical and laboratory learning opportunities for students. The aims of this study were to explore the impacts of COVID 19 on the students' perceptions of readiness for practice and their preparation for the NCLEX exam and initial clinical practice. A cross-sectional descriptive design was used to investigate the impact of COVID-19 on senior BSN students' preparation for NCLEX and future careers. The Casey-Fink Readiness for Practice Survey was used to investigate the perceptions of the BSN students' clinical confidence and readiness for practice. Students reported substantial impacts of COVID-19 on their clinical experiences, their ability to practice skills and procedures, their preparations for NCLEX exam, and their nursing career. The most significant confidence concerns noted from this study seemed to center on handling multiple patient assignments, calling the physician, responding to a change in patient condition, and treating a dying patient. Healthcare experts expect that the impact of COVID-19 may last until 2022. More research is needed to understand the impact of COVID-19 on nursing education and transition to nursing practice. While clinical confidence and readiness for practice are essential topics, more research is needed to investigate the psychological and physiological impacts of COVID-19 on nurses, nursing students, nursing preceptors, and faculty members.

Multi-Modal Simulation to Prepare Final Year Nursing Students for Transition to Clinical Practice: A Mixed Methods Study

Script concordance test: Insights from the literature and early stages of its implementation in osteopathy