Comparison of professional competency and anxiety of nursing students trained based on two internship models: a comparative study.
Anxiety
Clinical competence
Education
Internship
Nursing
Students
Journal
BMC medical education
ISSN: 1472-6920
Titre abrégé: BMC Med Educ
Pays: England
ID NLM: 101088679
Informations de publication
Date de publication:
04 Sep 2024
04 Sep 2024
Historique:
received:
13
05
2024
accepted:
26
08
2024
medline:
5
9
2024
pubmed:
5
9
2024
entrez:
5
9
2024
Statut:
epublish
Résumé
Improving the professional competency of nursing students during the internship is critical. This study aimed to compare the professional competency and anxiety of nursing students trained based on two internship models. This is a two-group posttest-only quasi-experimental design study. One hundred nursing students who passed internship models A (a previous internship model) and B (an intervention with more educator support and a more planned and programmed process) were randomly enrolled in this study. Internship model groups A and B were conducted for the students in semesters 7 and 8. The outcomes assessed in both groups were "The Competency Inventory for Registered Nurses" and Spielberger "State-Trait Anxiety Inventory". T-test and MANOVA were used to analyze the data. The mean scores of competency were 134.56 (SD = 43.23) and 160.19 (SD = 35.81) for the nursing students in the internship model groups A and B, respectively. The mean scores of nursing students' anxiety were 92.14 (SD = 15.36) and 80.44 (SD = 18.16) in the internship model groups A and B, respectively. MANOVA test showed a significant difference between the groups regarding professional competency (F = 10.34, p = 0.002) and anxiety (F = 11.31, p = 0.001). The internship model group B could improve the professional competency of nursing students to a great extent and they experienced mild anxiety; it is suggested that this intervention should be done for nursing students. Conducting more studies to evaluate the effect of this model on the nursing students' competency and anxiety after graduation and as a novice nurse is suggested.
Sections du résumé
BACKGROUND
BACKGROUND
Improving the professional competency of nursing students during the internship is critical. This study aimed to compare the professional competency and anxiety of nursing students trained based on two internship models.
METHODS
METHODS
This is a two-group posttest-only quasi-experimental design study. One hundred nursing students who passed internship models A (a previous internship model) and B (an intervention with more educator support and a more planned and programmed process) were randomly enrolled in this study. Internship model groups A and B were conducted for the students in semesters 7 and 8. The outcomes assessed in both groups were "The Competency Inventory for Registered Nurses" and Spielberger "State-Trait Anxiety Inventory". T-test and MANOVA were used to analyze the data.
RESULTS
RESULTS
The mean scores of competency were 134.56 (SD = 43.23) and 160.19 (SD = 35.81) for the nursing students in the internship model groups A and B, respectively. The mean scores of nursing students' anxiety were 92.14 (SD = 15.36) and 80.44 (SD = 18.16) in the internship model groups A and B, respectively. MANOVA test showed a significant difference between the groups regarding professional competency (F = 10.34, p = 0.002) and anxiety (F = 11.31, p = 0.001).
CONCLUSIONS
CONCLUSIONS
The internship model group B could improve the professional competency of nursing students to a great extent and they experienced mild anxiety; it is suggested that this intervention should be done for nursing students. Conducting more studies to evaluate the effect of this model on the nursing students' competency and anxiety after graduation and as a novice nurse is suggested.
Identifiants
pubmed: 39232798
doi: 10.1186/s12909-024-05956-4
pii: 10.1186/s12909-024-05956-4
doi:
Types de publication
Journal Article
Comparative Study
Langues
eng
Sous-ensembles de citation
IM
Pagination
968Subventions
Organisme : Vice-Chancellor for Research, Shiraz University of Medical Sciences
ID : 28249
Organisme : Vice-Chancellor for Research, Shiraz University of Medical Sciences
ID : 28249
Organisme : Vice-Chancellor for Research, Shiraz University of Medical Sciences
ID : 28249
Organisme : Vice-Chancellor for Research, Shiraz University of Medical Sciences
ID : 28249
Organisme : Vice-Chancellor for Research, Shiraz University of Medical Sciences
ID : 28249
Organisme : Vice-Chancellor for Research, Shiraz University of Medical Sciences
ID : 28249
Organisme : Vice-Chancellor for Research, Shiraz University of Medical Sciences
ID : 28249
Organisme : Vice-Chancellor for Research, Shiraz University of Medical Sciences
ID : 28249
Informations de copyright
© 2024. The Author(s).
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