Clinical Competence Research Articles

Evaluating the Novel Use of Unmanned Video Objective Structured Clinical Examination Stations in Pediatric Resident Training: Results and Insights

Abstract Background: Objective structured clinical examination (OSCE) is vital in assessing medical trainees’ clinical competence. Unlike the traditional resource-intensive OSCE, video-based OSCE has advantages like asynchronous assessment and more immediate feedback. However, their applicability and effectiveness in pediatric residency training are less explored. This study aims to evaluate the feasibility and outcomes of using unmanned video OSCE stations in pediatric residency training. Materials and Methods: A cross-sectional study was conducted with 79 pediatric residents participating in OSCE mock stations. Video clips showing real-life clinical scenarios were played. Residents then responded electronically to scenario-related multiple-choice questions. Descriptive statistics were employed to analyze residents’ responses to multiple-choice questions. Results: In a study of 79 physicians, the majority were female (63.3%) and under 34 years old (62%), with most receiving their training outside Riyadh (79.7%). Their clinical understanding, assessed through a nonmanned OSCE video, varied: 16.5% accurately diagnosed spinal muscular atrophy in infants, while 48.1% correctly identified laryngomalacia in 2-month-olds. The average knowledge score was 2.89 out of 7, with a standard deviation of 1.19. Notably, 43% answered three scenarios correctly. Analysis showed no significant correlation between the physicians’ gender, age, or training location and their knowledge scores, indicating diverse expertise levels irrespective of these demographic factors. Conclusion: Unmanned video OSCE stations show promise in enhancing pediatric residency training assessments by providing instant feedback and streamlining the evaluation process. However, challenges and the need for targeted interventions should be considered. Future research should focus on refining technology integration and assessing long-term impacts on residents’ clinical skills and patient care outcomes. Ensuring the privacy and security of video recordings is essential in this technologically evolving landscape.

Residents Preferences for Pharmacist-Managed Clinic in China: A Discrete Choice Experiment.

This study aimed to survey and analyze the preferences for pharmacist-managed clinic among urban residents in China. A discrete choice experiment was conducted in Nanjing, China. A D-efficient fractional factorial design was used to generate the questionnaire. Three models were used to investigate each patient's strength of preference and preference heterogeneity. The relative importance for each treatment attribute was also determined. 156 usable questionnaires (of 228 questionnaires sent out) were received. Respondents preferred pharmacist-managed clinics with the following characteristics: good pharmacists' knowledge and clinical medication practice competency, lower consultation fees, a dedicated consultation room, physician-pharmacist joint clinic, with pharmacists' knowledge competency receiving the highest priority. Latent class analysis revealed three classes (Experiential Type, Content Type and Economic Type) were identified based on respondents' preferences for pharmacist-managed clinics. The respondents were willing to choose a PMC relative to the current situation. When deciding on a pharmacist-managed clinic, residents are driven by pharmacists' competency, consultation fee, availability of consultation rooms and collaborative care or independent pharmacist service. Differences in patients' preferences identified in the study provide information on pharmacist-managed clinics that meet residents' expectations.

Utilization of a Nutrition Didactic Curriculum for New Hire Training to Promote Clinical Competency

Utilization of a Nutrition Didactic Curriculum for New Hire Training to Promote Clinical Competency

Examining Preceptors’ Perceptions of Need Around Facilitating Clinical Immersion Experiences

Context Clinical immersion experiences allow students to gain firsthand, authentic experiences to help them successfully matriculate into the profession. Preceptors supervise athletic training students during these experiences and are critical in the student’s clinical competence development. It is important to understand their needs to help facilitate a successful experience for the student. Objective To explore the needs of preceptors as they facilitate clinical immersion experiences for their athletic training students. Design Qualitative case study. Setting Athletic training practice settings facilitating clinical immersion. Patients or Other Participants Eight preceptors (6 female, 2 male) who met our inclusion criteria participated in our study. Data Collection and Analysis An exploratory, multiple-case study design was completed with preceptors. Results Four major themes emerged regarding preceptor needs for facilitating a clinical immersion experience: onboarding, communication on individual student needs, professional development as an educator, and relying on social support network. Conclusions Preceptors in our study communicated several needs that would better assist them in facilitating an immersive clinical experience for their students. Understanding these needs as a program administrator can better enhance the relationship between the didactic and clinical components of the educational program. Preceptors must also ask for additional information, resources, and support to help serve their needs in facilitating an immersive clinical experience for a student.

Immigrant and Refugee Health Curricula in US-Based Medical Training: A Scoping Review to Inform Integration Into Pediatric Residency Programs

ObjectiveDespite increases in the US foreign-born population, medical education opportunities in immigrant and refugee health (IRH) remain limited. We summarize findings for published IRH curricula and offer recommendations for integrating IRH into pediatric residency programs. MethodsWe performed a literature review of articles describing the design, implementation, or assessment of IRH curricula for US-based undergraduate and graduate medical trainees. ResultsThe literature review identified 36 articles from 21 institutions describing 37 unique curricula. Three curricula included pediatric residency programs. Commonly taught topics included cultural humility, interpreter use, and immigration status as a social determinant of health. Immigrant-focused training experiences existed at continuity clinics, clinics for refugees or asylum seekers, and dedicated electives/rotations. Curricula were most frequently described as stand-alone electives/rotations. ConclusionsIRH curricula provide opportunities to develop skills in clinical care, advocacy, and community partnerships with immigrant populations. Pediatric residency programs should align the IRH curriculum with existing learning priorities, support and hire faculty with expertise in IRH, and partner with community organizations with expertise. Programs can also consider how to best support learners interested in careers focusing on immigrant populations. Further work is needed to establish competencies and validated tools measuring trainee satisfaction and clinical competency for IRH curricula.

Design, Implementation, and Evaluation of a Logbook for Clinical Education of Undergraduate Physiotherapy Students

Introduction: Clinical performance without documentation, assessment, and feedback may lead to an inefficient internship in the field. Logbooks are recommended to assess physiotherapy (PT) students’ clinical practice in the curriculum, therefore, this study aims to design, implement, and evaluate a logbook for undergraduate PT students. Materials and Methods: The present study includes three phases. In the first phase, a logbook was designed based on the existing evidence, undergraduate PT program curriculum, and opinions of clinical instructors of the relevant internships. After that, it was adjusted based on the topics of clinical rotations. In the implementation phase, students completed these logbooks during neurology, musculoskeletal inpatient, outpatient, and cardiovascular inpatient rotations. In the third phase, a 29-item questionnaire was used to assess the students’ and instructors’ perspectives on the logbook. Results: The designed logbook for undergraduate PT students consisted of two major sections, assessment of students’ clinical competencies and documentation of clinical experience. Sixtynine students and 12 clinical instructors completed the questionnaires. Approximately 49% of the students and 87% of the instructors felt that the logbook’s quality was satisfactory. Nearly 53% of the students and over 90% of the instructors consider the use of the logbook and its content essential. Conclusion: A logbook was developed as a workplace-based assessment (WBA) method. It was designed to cover different internships, including PT in musculoskeletal, cardiovascular, and neurological conditions in outpatient or inpatient settings. Both students and instructors agreed on using the designed logbook to assess the student’s clinical performance.

Impact of Mini-CEX and DOPS on clinical competence and satisfaction among final year medical students: a comparative interventional study

Impact of Mini-CEX and DOPS on clinical competence and satisfaction among final year medical students: a comparative interventional study

Core, Clinical and Ethical Competences of Dietitians/Nutritionists in Palliative Care

INTRODUCTION: Dietitians/nutritionists ́ professional competences in Palliative Care have been poorly investigated. Thus, to dietitians/nutritionists develop their jobs with scientific and technical rigour based on an ethical point of view it is necessary that they have their professional competences very well defined. OBJECTIVES: To identify a set of professional competences of dietitians/nutritionists in the field of Palliative Care. METHODOLOGY: Systematic literature review in Pubmed, CINAHL, Academic Search Complete, and Web of Science. RESULTS: A set of 32 publications were found and analysed. From these publications the competence were identified and grouped in the following dominions: 13 core competences, 30 clinical competences, 18 ethical competences. CONCLUSIONS: Dietitians/nutritionists are the professionals who aggregates knowledge and expands the technical competences of nutritional care and support in Palliative Care.

Factors Influencing Nursing Performance of Intensive Care Unit Nurses: Role of Clinical Reasoning Competence, Positive Psychological Capital, and Nursing Work Environment

Factors Influencing Nursing Performance of Intensive Care Unit Nurses: Role of Clinical Reasoning Competence, Positive Psychological Capital, and Nursing Work Environment

Perceived efficacy of case analysis as an assessment method for clinical competencies in nursing education: a mixed methods study

BackgroundCase analysis is a dynamic and interactive teaching and learning strategy that improves critical thinking and problem-solving skills. However, there is limited evidence about its efficacy as an assessment strategy in nursing education.ObjectivesThis study aimed to explore nursing students’ perceived efficacy of case analysis as an assessment method for clinical competencies in nursing education.MethodsThis study used a mixed methods design. Students filled out a 13-item study-advised questionnaire, and qualitative data from the four focus groups was collected. The setting of the study was the College of Nursing at Sultan Qaboos University, Oman. Descriptive and independent t-test analysis was used for the quantitative data, and the framework analysis method was used for the qualitative data.ResultsThe descriptive analysis of 67 participants showed that the mean value of the perceived efficacy of case analysis as an assessment method was 3.20 (SD = 0.53), demonstrating an 80% agreement rate. Further analysis indicated that 78.5% of the students concurred with the acceptability of case analysis as an assessment method (mean = 3.14, SD = 0.58), and 80.3% assented its association with clinical competencies as reflected by knowledge and cognitive skills (m = 3.21, SD = 0.60). No significant difference in the perceived efficacy between students with lower and higher GPAs (t [61] = 0.05, p > 0.05) was identified Three qualitative findings were discerned: case analysis is a preferred assessment method for students when compared to MCQs, case analysis assesses students’ knowledge, and case analysis assesses students’ cognitive skills.ConclusionsThis study adds a potential for the case analysis to be acceptable and relevant to the clinical competencies when used as an assessment method. Future research is needed to validate the effectiveness of case analysis exams in other nursing clinical courses and examine their effects on academic and clinical performance.

Perceived Disruption of COVID-19 on Medical Education in Incoming Psychiatric Residents.

In 2020, the global COVID-19 pandemic caused educational disruptions to many medical students nationally. Societal and hospital guidelines, including social distancing protocols, resulted in the cancellation or postponement of many elective procedures. A shortage in personal protective equipment also contributed to restrictions in clinical experiences for trainees. The purpose of this study was to determine resident-perceived preparedness in core clinical competencies and evaluate the disruptions to core clerkships. A survey was developed to assess self-perceptions of clinical competencies and disruptions to core clerkship experiences. It was distributed to 63 incoming psychiatric residents who matched to training programs in the United States. The survey response rate was 97%. The majority of respondents achieved self-expected levels of proficiency in clinical skills. Deficits were greatest for pelvic/rectal exams and transitions of care. Most students did not experience disruptions to clerkships. Internal medicine, obstetrics, and gynecology clerkships reported the highest rates of virtual completion. Procedures with the lowest reported perceived preparation were arterial puncture, airway management, and IV placement, respectively. Our survey results indicated that most learners did not perceive disruptions to their medical education and incoming psychiatry residents felt well-prepared to start residency. Some specific procedural skills appear to have been affected. Attempts to mitigate these specific inadequacies may help mitigate disruptions due to future events.

Effectiveness of an ultrasound basic cancer training program through on-site training and virtual case discussions in rural Tanzania: a proof-of-concept study.

Cancer rates are rising in low- and middle-income countries. While point-of-care ultrasound is now available globally and could serve to mitigate against this rise, its use in diagnosing cancers is inconsistent in lower-resourced healthcare contexts. This proof-of-concept study investigates the feasibility of an ultrasound training concept in a low-resource setting. It evaluates whether this educational concept led to improved knowledge and application of ultrasound diagnostics, cancer screening and staging and patient care. The curriculum was developed through expert exchange and is based on the World Health Organisation's Manual of Diagnostic Ultrasound. It consisted of two didactic components: an on-site training phase across 5 days for a total of 24 hours, and a digital follow-up phase involving the meeting of a bi-weekly tumor board online. The learning objectives of the on-site training were normal imaging and recognition of common pathologies of the abdominal organs, vessels, lymph nodes, female breasts and lungs. The virtual tumour boards met to discuss cases and ultrasound findings, thus aiding continuing professional development after the training sessions had concluded. The face-to-face course component was accompanied by tests given before and after training as well as an evaluation sheet (Likert-scale with 1 = 'completely/very good' and 7 'not at all/very poor'). Of 20 participants from a rural hospital in Tanzania, a total of 16 were included in the analysis (clinical officers n = 6; medical officers n = 10). A significant increase in knowledge (p < 0.01) was measured both in the subjective self-assessment and in the theoretical competence tests. In multivariate linear regression, the status 'medical officers yes' (β = 5.4; p = 0.04) had a significant influence on theory test results at T2. During the 24 virtual tumour board meetings, 28 cases were discussed and a continuous improvement in image acquisition quality was observed. The ultrasound education concept comes with a sustainable increase in clinical competence and improved oncological ultrasound screening locally. There is potential for the transfer of the concept to other locations, which can be explored in the future.

Exploration of the Impact of the COVID-19 Pandemic on Allied Health Students; Practice Placement Experiences

The COVID-19 pandemic was an unexpected event, significantly impacting global populations. Due to its sudden occurrence, it has affected pillars of world stability, namely, healthcare. Not only has it stretched healthcare systems beyond their capacity, but it has disrupted its daily protocols and activities. As a result, adaptations to tackle this pandemic have been implemented, putting healthcare education, specifically, practice placements as a lesser priority; affecting students in a myriad of ways. Nevertheless, guidance has now been provided to allow clinical placements to continue. However, these changes have potentially limited students in their learning, posing the question of clinical sufficiency and competency. Hence, this qualitative study aims to understand the specific changes to Trusts and how students adapted to fulfil their module criteria and learning outcomes. A convenience sample of physiotherapy and occupational therapy students was recruited; from it, 18 interviews were then conducted. Transcriptions, coding and thematic analysis identified four main themes of learning opportunities, organisational changes, adaptations and mental wellbeing, thus providing clarity regarding how students successfully completed and met their placement learning outcomes despite organisational changes. However, as a result of these changes, mental and physical wellbeing has also been affected. The findings did shed light on which changes were helpful and which needed modification. Hence, future research was suggested to gain a more holistic understanding of the needs of students and other effective coping mechanisms, providing a more balanced placement experience during these uncertain times.

A Culture of Early Mobilization in Adult Intensive Care Units: Perspective and Competency of Physicians.

Early mobility (EM) is vital in the intensive care unit (ICU) to counteract immobility-related effects. A multidisciplinary approach is key, as it requires precise initiation knowledge. However, physicians' understanding of EM in adult ICU settings remains unexplored. This study was conducted to investigate the knowledge and clinical competency of physicians working in adult ICUs toward EM. This cross-sectional study enrolled 236 physicians to assess their knowledge of EM. A rigorously designed survey comprising 30 questions across the demographic, theoretical, and clinical domains was employed. The criteria for knowledge and competency were aligned with the minimum passing score (70%) stipulated for physician licensure by the medical regulatory authority in Saudi Arabia. Nearly 40% of the respondents had more than 5 years of experience. One-third of the respondents received theoretical knowledge about EM as part of their residency training, and only 4% of the respondents attended formal courses to enhance their knowledge. Almost all the respondents (95%) stated their awareness of EM benefits and its indications and contraindications and considered it safe to mobilize patients on mechanical ventilators. However, 62.3% of the respondents did not support EM for critically ill patients on mechanical ventilators until weaning. In contrast, 51.7% of respondents advised EM for agitated patients with RASS > 2. Only 113 (47.9%) physicians were competent in determining the suitability of ICU patients for EM. For critically ill patients who should be mobilized, nearly 60% of physicians refused to initiate EM. This study underscores insufficient practical knowledge of ICU physicians about EM criteria, which leads to suboptimal decisions, particularly in complex ICU cases. These findings emphasize the need for enhanced training and education of physicians working in adult ICU settings to optimize patient care and outcomes in critical care settings.

Use of Case-Based Clinical Reasoning in Medical Education at Libyan International University: A quantitative Study.

Background: Clinical instruction in medical education is a complex and challenging task for educators. It requires students to not only possess theoretical knowledge but also a range of competencies such as clinical reasoning, technical skills, decision-making, ethics, leadership, and time management. Clinical reasoning, which encompasses the cognitive process and decision-making in clinical practice, is a fundamental skill for physicians. The aim of the study was to understand students' views on the use of case-based clinical reasoning (CBCR) in their medical training and evaluate their satisfaction with its application as an instructional approach for developing clinical reasoning abilities. Participants and Methods: A descriptive quantitative study was conducted at the Libyan International Medical University (LIMU) to gather data on the utilization of case-based clinical reasoning (CBCR) in medical training. The study focused on 412 medical students in the clinical phase, including 4th and 5th-year students and intern doctors at LIMU. Data were collected through an online questionnaire over a two-month period from January to March 2023. The analysis was based on 129 responses, representing a 30.1% response rate. The questionnaire consisted of 22 questions, including multiple-choice and Likert scale inquiries, and aimed to assess students' satisfaction in three dimensions: perceived benefits and drawbacks of CBCR in medical education, skill enhancement and its impact on self-assurance and teamwork, and the role of LIMU in successfully implementing the program. Data analysis was performed using the SPSS software, with a statistical significance level set at p &lt; 0.05. Results: The study found that students perceive several benefits of using case-based clinical reasoning (CBCR) in their medical training. These benefits include the accumulation of knowledge and the improvement of skills such as teamwork, communication, critical thinking, reasoning, and self-directed learning abilities. A significant majority of students, approximately three-quarters of the sample, endorsed the use of CBCR with their peers and colleagues. Almost all respondents agreed that CBCR helps them make informed decisions in their daily practice and boosts their confidence in advancing their medical careers (93% and 86.8% agreement, respectively). Higher satisfaction levels were reported among fifth-year students and during the internship phase. However, fourth-year students expressed more dissatisfaction with CBCR, finding it time-consuming and facing challenges in formulating hypotheses for data collection. In conclusion, the study highlights the importance of adopting a proactive approach in medical education to promote educational innovation. Employing case-based clinical reasoning (CBCR) is found to be effective in developing clinical competencies, fostering collaboration, enhancing self-assurance, and cultivating critical thinking abilities among students.

Comparison of the correlation between moral sensitivity and clinical competence in emergency and intensive care nurses: A cross-sectional-correlation study

IntroductionNurses’ sensitivity to moral issues, especially in emergency and intensive care units is essential for providing complex nursing care. Therefore, the present study aimed to determine the correlation between moral sensitivity and clinical competence in emergency and intensive care nurses. MethodsThe present multi-center cross-sectional correlational study was conducted in 2022 on 180 nurses in five emergency departments and four intensive care units of general hospitals affiliated to Semnan University of Medical sciences. The study tools include a demographic questionnaire, 25 item Lutzen Moral Sensitivity Questionnaire (MSQ), and a standardized Competency Inventory for Registered Nurses (CIRN). Data were analyzed by mean, standard deviation and MANOVA, Pearson’s correlation coefficient test. ResultsThe two groups did not have significant differences in demographic characteristics (p < 0.05). Majority of two emergency department nurses (83.9%) and Intensive care nurses (81.8%) had a moderate level of moral sensitivity. Also, clinical competence of majority of emergency department nurses (73.3%) and Intensive care nurses (75.8%) were in moderate level. There was significant positive relationship between moral sensitivity with Clinical competence in emergency department nurses (p ≤ 0.01, r = 0.61). No significant relationship was observed between moral sensitivity and the clinical competence of intensive care nurses (p > 0.05, r = 0.15). ConclusionsThere is need for improving the level of knowledge of nurses about moral principles and increasing moral sensitivity which can expand the components of clinical competence, especially in intensive care units.

Formative qualitative research on the potential for digital solutions to address diabetes care gaps in Tanzania and Sri Lanka

ObjectivesDiabetes care remains unavailable and unaffordable for many people. Adapting models of care to low-income and middle-income country contexts is a priority. Digital technology offers substantial potential yet must surmount...

Perme ICU Physical Therapy Competency: Development of an ICU Knowledge and Skills Assessment Tool

BackgroundPhysical therapy for patients in the ICU is advanced practice demanding specialized knowledge and skills. However, ICU physical therapy competency standards lack uniformity or defined processes. ObjectivesTo describe the development process of the Perme ICU Physical Therapy Competency and to assess its face and content validity. MethodsQuantitative research study for the content validation of the Perme ICU Physical Therapy Competency using a panel of experts. The face validity assessment consisted of two informal surveys and discussions with clinicians representing various disciplines in ICU. Main Outcome MeasuresA content validation survey included analysis of sufficiency, clarity, coherence, and relevance for items in the Perme ICU Physical Therapy Competency. For the quantitative analysis of content validity, the item-level content validity index (I-CVI) was used. Scale-level content validity index based on the universal agreement method (S-CVI/UA) was calculated as the proportion of items on the scale that achieve a relevance scale of 3 or 4 by all experts. Scale-level content validity index was calculated based on the average method (S-CVI/Ave). ResultsThe sufficiency, clarity, coherence, and relevance of the Perme ICU Physical Therapy Competency items presented S-CVI/Ave greater than 80 % (97 %, 97 %, 99 %, 95 %, respectively). ConclusionThis study establishes that the Perme ICU Physical Therapy Competency has a satisfactory level of face and content validity. Implications for clinical practiceThe Perme ICU Physical Therapy Competency, with its solid framework, is a valuable assessment tool applicable for integration in any ICU competency program. It can be utilized as a self-assessment tool by individual therapists or in collaboration with mentors and evaluators to evaluate knowledge and skills effectively. This innovative tool not only enhances clinical practice but also presents an opportunity for advancing the physical therapy profession within the ICU setting.

Training and supervision of physical health professionals to implement mental health care in paediatric epilepsy clinics

BackgroundChildren and young people with epilepsy are more likely to experience multiple mental health problems than those without chronic physical health conditions, yet they often do not receive evidence-based (or indeed any) psychological interventions. Integrated healthcare is recommended as a solution to address these inequalities, but remains limited in the United Kingdom. This is partly due to the lack of training and availability of ongoing supervision for clinicians to ensure the safe and effective delivery of treatments. This study aimed to train and provide supervision for health professionals to deliver a modular cognitive-behavioural intervention for common mental health problems, optimised for use in paediatric epilepsy. Specifically, this study aimed to measure therapist competence and evaluate the acceptability of training and supervision. MethodsFifteen health professionals working in paediatric epilepsy services were trained over a six-month period. Training included face-to-face training workshops and completing at least one training case of a young person with epilepsy and anxiety, depression and/or behavioural problems under close clinical supervision. Throughout the training, health professionals were offered weekly one-hour supervisions with an experienced Clinical Psychologist. Clinical competence was assessed using a widely used measure of therapist competence in cognitive-behavioural therapy. Rates of attendance at supervision sessions and therapist ratings of satisfaction were recorded. ResultsAt the end of the six-month training, 14 health professionals reached clinical competence in delivering the mental health intervention. One person left the service and therefore did not complete the training. Overall, health professionals were satisfied with the training and supervision. However, 14 % of supervision sessions were cancelled and a further 11 % were not attended. Supervision sessions were also often shorter than the standard hour used in mental health settings (M = 41.18 min, SD = 10.30). ConclusionsOur findings suggest that health professionals working in paediatric epilepsy services can be trained to deliver a psychological intervention with proficiency. However, the supervision model typically used in mental health may need adaptation to be sustainable in physical health settings. Future research is needed to evaluate the impact of training and supervision on patient outcomes and to ensure that ethical delivery of psychological interventions by health professionals without a mental health background.

Readiness levels of intern nursing students during the transition to professional practice within the Al Jouf Region in Saudi Arabia

BackgroundThe transition of newly graduated nurses into the workforce is recognized as a complex undertaking and has been examined extensively in the literature.ObjectiveThis study aimed to assess the readiness levels of intern nursing students and investigate the factors affecting their transition to professional practice within the Al Jouf region in Saudi Arabia.MethodsThe study employed a combination of descriptive, correlational, and qualitative methodologies to conduct its investigation. Data were acquired via an online questionnaire that included demographic information, the Nursing Practice Readiness Scale (NPRS), and two open-ended questions. A total of 135 nursing intern students were recruited to participate in the study. Benner’s “novice-to-expert” theory of clinical competence was utilized to guide the theoretical underpinning of the study.ResultsFindings revealed that most intern nursing students (63.7%) exhibited a moderate level of readiness. Furthermore, 70.4% and 55.6% of the students showed moderate readiness in terms of their professional attitudes and patient-centeredness, respectively. More than one-third of the students demonstrated a high level of readiness in the self-regulation domain (36.3%), while a similar proportion indicated a high level of readiness in the domain of collaborative interpersonal relationships (33.3%). The students underscored their reliance on the education system as pivotal in enhancing their preparedness for clinical practice.ConclusionNursing internship programs contribute to a more comprehensive readiness of nurses for active participation in clinical practice as compared to traditional educational programs.