A large number of nursing students work while studying to gain clinical experience, but there is not a standard tool to evaluate the clinical competence areas affected by working while studying.
The current study aimed at explaining the role of clinical work while studying in the clinical competence of novice nurses and the development of a valid and reliable instrument to measure it.
The current study employed an exploratory sequential mixed method design in two steps. First, qualitative research was conducted using conventional content analysis on 45 participants. The semi-structured, in-depth interviews (nurses, head nurses, and nurse managers) were performed, and data were analyzed using the eight steps of Elo and Kyngas. Second, based on the categories extracted from the first phase of the study and review of literature, 215 items were designed and analyzed in a methodological process.
The results of the first phase consisted of three themes, including task rearing role, personality rearing role, and knowledge rearing role. Exploratory factor analysis leads to the formation of three factors: professional abilities with 18 items, individual abilities with seven items, and scientific and educational abilities with six items. Calculating Cronbach’s alpha coefficient confirmed high internal consistency in the scale (0.94).
This tool could be used in teaching hospitals to evaluate the situation of working while studying in hospitals at different levels. With this tool, nursing managers can optimize educational environments and plan the workshops and training courses for nurses working in the departments in order to strengthen the qualifications of nursing students while working and graduating.
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