Clinical Performance of Ncm 105 Male and Female Nursing Students in the Operating Room
Chapter 1
THE PROBLEM AND ITS SETTING
Background of the Study Clinical competency is the ability of an individual to use his knowledge effectively in doing something. Clinical competence can be perceived as a way of demonstration on which learner attempts to perform the skill with cues from the teacher as needed. This competency is necessary in nursing profession (Bastable, 2004). Mimi (2006), pointed out that nursing profession is a tedious job on which primary goal is to render health care services towards patient. Its practice is the actual provision of nursing care through nursing care plan that is encompassed in nursing process. With all of this process, nursing sectors exemplifies by education, administration and service, collaborating with each other just to uplift the standard for safe and quality nursing care. In fact, Chung (2009) affirmed that, nursing students are required to participate in clinical education, training and assessment in order to ensure that they can apply their knowledge in a competent manner for the care of their patients. He also agreed that although the study of medicine, anatomy, physiology, pharmacology and clinical research is important for the practice of becoming a nurse, nursing students must also acquire the skills necessary to achieve competency. Clinical performance of nursing student is measured through observation and feedback during clinical rotations they are also assessed using stimulated scenarios with patients in a fair and objective way. Moreover, clinical performance of nursing students can be assessed and compared objectively through assessing their cognitive skills, psychomotor skills and their effectiveness. (Adah 2009) Truly that, to better attest the student’s learning in regards with these certain topics, they are allow to apply their knowledge into practice, however, assurance is not well imposed – for insufficiency in acquired insights has been empirically observed through passing
THE PROBLEM AND ITS SETTING
Background of the Study Clinical competency is the ability of an individual to use his knowledge effectively in doing something. Clinical competence can be perceived as a way of demonstration on which learner attempts to perform the skill with cues from the teacher as needed. This competency is necessary in nursing profession (Bastable, 2004). Mimi (2006), pointed out that nursing profession is a tedious job on which primary goal is to render health care services towards patient. Its practice is the actual provision of nursing care through nursing care plan that is encompassed in nursing process. With all of this process, nursing sectors exemplifies by education, administration and service, collaborating with each other just to uplift the standard for safe and quality nursing care. In fact, Chung (2009) affirmed that, nursing students are required to participate in clinical education, training and assessment in order to ensure that they can apply their knowledge in a competent manner for the care of their patients. He also agreed that although the study of medicine, anatomy, physiology, pharmacology and clinical research is important for the practice of becoming a nurse, nursing students must also acquire the skills necessary to achieve competency. Clinical performance of nursing student is measured through observation and feedback during clinical rotations they are also assessed using stimulated scenarios with patients in a fair and objective way. Moreover, clinical performance of nursing students can be assessed and compared objectively through assessing their cognitive skills, psychomotor skills and their effectiveness. (Adah 2009) Truly that, to better attest the student’s learning in regards with these certain topics, they are allow to apply their knowledge into practice, however, assurance is not well imposed – for insufficiency in acquired insights has been empirically observed through passing
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