1Lecturer, Nitte Usha Institute of Nursing Sciences, Nitte University, Mangalore
2Dean, Himalayan College of Nursing, Dehradun
3Assoc. Professor,Manipal College of Nursing, Manipal
Medication administration is a core function of nursing practice, where nurses must possess good knowledge and skill in medication administration. Training the Nursing students in medication administration helps them to become competent in their practice. How well they learn to practice their nursing skills before graduating may determine the success of their transition from being a student nurse to becoming a competent staff nurse.
A descriptive comparative design was used to compare the clinical competency of UG Nursing students. Observational checklists, knowledge questionnaire and an Opinionnaire were used.
Analysis showed that, All UG Nursing students were found to be less competent in insulin administration. Area wise competency analysis showed that there was a significant difference in knowledge(Z=3.134, p<0.05) and skill(Z=-2.004, p<0.05) scores of second and third year BSc.Nursing students, but there was no significant difference between professional behavior of second and third year students. Results showed that there is no significant correlation between knowledge and skill, knowledge and professional behavior of second and third year students, no significant correlation between skill and professional behavior of second year students but there is significant correlation between skill and professional behavior of third year students(r=0.372, p<0.05) The students’ opinion showed that Procedure demonstration, Teachers’ approachability, Unbiased clinical evaluation, Students interest and Confidence Were major factors facilitating their clinical competency. The factors hindering their clinical competency were: Inability to understand the discussions during nurses’ rounds, Non availability of standardized protocol in the ward, Lack of support from other health team members.
Clinical Competency, Determining Factors, Knowledge, Skill, Professional Behavior, Facilitating Factors, Hindering Factors
