ABSTRACT
This study aims to assess the effectiveness of comprehensive licensure reviews and adaptive quizzing assignments on nursing students' clinical competence, self-efficacy, and work readiness-an under-researched topic. Additionally, it seeks to explore the mediating effect of self-efficacy in the relationship between students' clinical competence and work readiness. A quasi-experimental (pre- and post-test), single-group design was employed. The study was conducted in a public university in Saudi Arabia and included a total of 293 senior nursing students in their last year of the bachelor program. An intervention was developed based on the blueprints of the Saudi Nursing Licensing Exam and NCLEX-RN and consisted of a weekly 3-h synchronous comprehensive licensure review bundled with 23 adaptive quizzing assignments over 15 weeks. Data were collected prior to and after the intervention using three scales: clinical competence, self-efficacy, and work readiness. The mean scores of clinical competence, self-efficacy, and two subscales of work readiness (work competence and social intelligence) increased significantly post-intervention. Self-efficacy (ß = 0.353, p < 0.001) and clinical competence (ß = 0.251, p < 0.001) influenced work readiness (F [5, 226] = 21.03, p < 0.001) and accounted for 31.8% of the explained variability in work readiness. In the mediation analysis, clinical competence had a significant and indirect effect on work readiness through self-efficacy (B = 0.464, p < 0.001, 95% CI 0.250 to 0.699). The proportion of mediation indicated that 37.2% of the total effect of clinical competence on work readiness was due to the indirect effect of self-efficacy. Comprehensive licensure review and adaptive quizzing assignments improve students' perceptions of clinical competence and self-efficacy. Such interventions could ease the transition of senior nursing students to clinical practice.
ABSTRACT
Background: Cancer is becoming more common, regardless of gender or type. Cancer was determined to be the leading cause of death, with lung cancer (LC) patients having the highest rate of cancer-related deaths. The purpose of this study was to analyze undergraduates' knowledge and awareness of LC early warning signs in Riyadh, Saudi Arabia. Methods: Between May and September 2022, a cross-sectional, prospective paper-based survey-type study was conducted among undergraduates (n=202) from the faculty of pharmacy and nursing at King Saud University (KSU) in Riyadh, Saudi Arabia. The data was gathered from third and fourth-year undergraduates. The statistical package for social science (SPSS Inc., Chicago, IL, U.S.) was used to perform the analysis. Results: The mean age of the undergraduates was 22.47 ± 2.35(SD) years. Most of them were from nursing 54% (n=109), while 46% (n=93) belonged to a pharmacy. In terms of awareness of warning signs of lung cancer, 48.6% of the students believed that unexplained weight loss, followed by persistent chest infection (36.6%) and cough that does not go away easily (37.6%). Over 45.1 % of students opted that coughing up blood, pain during the cough (46.5%), and worsening or change in an existing cough (42.1%) were reported as a sign of LC. In this study, the overall good awareness score was 60(29.7%). The awareness was significantly associated with gender (p = 0.0001), the course of study (p=0.018), the educational level (p = 0.003), smoking cigarettes (p = 0.003), and chronic disease status (p = 0.0001). Conclusion: Undergraduates attending university in this study indicated various levels of awareness of LC symptoms. The undergraduate's educational background, study program, and gender all greatly influence their level of awareness. It is necessary to inform future medical professionals about this growing condition.
ABSTRACT
OBJECTIVE: This study explores the effectiveness of a comprehensive licensure review and adaptive quizzing assignments intervention in improving the performance of undergraduate senior nursing students on the end-of-programme exit exam. DESIGN: A quasi-experimental single-group design was used to compare pretest and post-test scores through computerised adaptive tests. SETTING: The setting was a nursing college in Saudi Arabia. PARTICIPANTS: The study included 292 senior nursing students enrolled in the Bachelor of Science in Nursing programme. INTERVENTION: A comprehensive licensure review bundled with adaptive quizzing assignments was delivered over 15 weeks in the academic year 2021-2022. The bundle was guided by the elaboration theory, and it included 3-hour synchronous lectures every week and 23 adaptive quizzing assignments that covered weekly content. PRIMARY AND SECONDARY OUTCOME MEASURES: Students' mastery scores and the percentage of correct answers were the primary and secondary measures, respectively. Both measures were collected in the pretest and post-test (exit examination). Additionally, demographic characteristics were collected in the pre-test using an online survey. RESULTS: The overall mean of the mastery score was statistically significantly higher in the exit exam (M=2.51, SD=1.70) than in the pretest (M=1.45, SD=0.44; p<0.001). Although the overall mean of the mastery score in the exit exam did not reach the cut-off score, students who demonstrated the required knowledge and satisfactory performance in the pretest achieved a mastery score above the cut-off. The percentage of correct answers was statistically significantly higher in the exit exam (M=58.59%, SD=9.50) than in the pretest (M=49.32%, SD=9.78; p<0.001). A statistically significant difference in students' performance based on gender, age and grade point average was observed. CONCLUSIONS: A comprehensive licensure review and adaptive quizzing assignments intervention bundle fostered the performance of undergraduate nursing students in the end-of-programme exit exam.
Subject(s)
Education, Nursing, Baccalaureate , Students, Nursing , Humans , Saudi Arabia , Knowledge , LicensureABSTRACT
BACKGROUND: Graduate students across disciplines encounter countless academic, social, individual, and financial challenges. Research in nursing has shown that nursing students have trouble during their graduate studies. However, this phenomenon has not yet been explored in Saudi Arabia. PURPOSE: To explore the obstacles faced by graduate nursing students; assess the effects of these difficulties on their academic, social, and psychological life; determine how the students overcame these challenges; and recognize their needs throughout the graduate program. METHODS: We used a qualitative descriptive method to interview 14 graduate nursing students from various graduate programs in Saudi Arabia. All interviews were conducted on Zoom platform and were audio recorded. Thematic analysis was used to analyze the data. RESULTS: The findings revealed that graduate nursing students went through three particular stages during the program. These were reality shock, accepting challenges, and reaching desired outcomes. CONCLUSIONS: The findings will help decision makers in supporting and designing programs that facilitate graduate students' experiences. It will also help in improving the quality of graduate programs, by attracting and retaining more Saudis to pursue their graduate studies.
