Clinical Competency Framework for Nursing Education

Oct 13, 2025 by windailys.com 18 views

The Crucial Role of Clinical Supervisors in Achieving Nursing Professional Student Clinical Competencies at the University of North Sumatra University

Introduction

Clinical learning is a vital component of nursing professional education, aiming to enhance student professional competencies. The success of clinical learning is not solely measured by the theory learned, but also by the achievement of clinical competencies that students can acquire. One crucial factor that influences the clinical learning process is the clinical supervisor, who acts as a mentor and supporter during the learning process. This study aims to explore the relationship between student perceptions of clinical supervisors and the achievement of clinical competencies of Nursing Professional Students at the University of North Sumatra.

Background

Clinical learning is a critical aspect of nursing education, as it provides students with hands-on experience and exposure to real-world scenarios. The clinical supervisor plays a pivotal role in facilitating this learning process, as they are responsible for guiding and supporting students in achieving clinical competencies. A positive relationship between student perceptions of clinical supervisors and clinical competency achievement is essential for the development of nursing professional education in Indonesia.

Methodology

This study employed a quantitative approach with a correlative descriptive design. A total of 83 students were selected using Simple Random Sampling to ensure that each student had an equal opportunity to participate in the research. The instruments used included questionnaires on demographic data, NCTEI questionnaires (Nursing Clinical Teaching Effectiveness Inventory), and clinical competency questionnaires. The data collected was then analyzed using the Chi-Square correlational test.

Results

The results of this study showed that the majority of students (55.4%) had a good perception of their clinical supervisors. Additionally, the achievement of clinical competencies was also classified as good, with 54.2% of students meeting the expected competency standards. The correlation test conducted revealed a significant relationship between student perceptions of clinical supervisors and clinical competency achievement, with a p-value of 0.014.

Discussion

This finding highlights the importance of clinical supervisors in the learning process. When students have a positive perception of their clinical supervisors, it has a direct impact on their motivation and performance in achieving clinical competence. Effective clinical supervisors not only transfer knowledge but also provide emotional support and create a conducive learning environment.

Recommendations

It is essential for clinical supervisors and students to continue to increase their knowledge and skills related to the clinical learning process. Clinical supervisors are expected to provide better guidance, including the use of appropriate teaching techniques and building good communication with students. On the other hand, students must also be proactive in seeking guidance and communicating openly with their supervisors to maximize clinical learning experiences.

Conclusion

This research provides recommendations for the Hospital of the University of North Sumatra to improve the quality of clinical guidance, as well as suggests that students actively participate in the learning process to achieve better clinical competencies. In conclusion, a positive relationship between student perceptions of clinical supervisors and clinical competency achievement is an important indicator in the development of nursing professional education in Indonesia.

Implications for Practice

The findings of this study have significant implications for practice in nursing education. Clinical supervisors play a crucial role in facilitating the learning process, and their effectiveness can impact student motivation and performance. Therefore, it is essential for clinical supervisors to receive training and support to enhance their skills and knowledge in clinical supervision.

Limitations of the Study

This study had several limitations. The sample size was relatively small, and the study was conducted at a single institution. Future studies should aim to replicate this study with a larger sample size and at multiple institutions to increase the generalizability of the findings.

Future Research Directions

Future research should focus on exploring the factors that influence student perceptions of clinical supervisors and the impact of clinical supervision on student clinical competency achievement. Additionally, studies should investigate the effectiveness of different clinical supervision models and the role of technology in facilitating clinical learning.

References

[1] Nursing Clinical Teaching Effectiveness Inventory (NCTEI). (2019). Retrieved from https://www.ncbi.nlm.nih.gov/pmc/articles/PMC6661116/
[2] Clinical Competency Framework for Nursing Education. (2018). Retrieved from https://www.ncbi.nlm.nih.gov/pmc/articles/PMC6234446/

Appendices

Appendix A: Demographic Data Questionnaire
Appendix B: NCTEI Questionnaire
Appendix C: Clinical Competency Questionnaire

Tables and Figures

Table 1: Demographic Data of Participants
Table 2: Student Perceptions of Clinical Supervisors
Table 3: Achievement of Clinical Competencies
Figure 1: Correlation between Student Perceptions of Clinical Supervisors and Clinical Competency Achievement

Abstract

This study aimed to explore the relationship between student perceptions of clinical supervisors and the achievement of clinical competencies of Nursing Professional Students at the University of North Sumatra. The results showed a significant relationship between student perceptions of clinical supervisors and clinical competency achievement. This finding highlights the importance of clinical supervisors in the learning process and provides recommendations for improving the quality of clinical guidance and student participation in the learning process.
Frequently Asked Questions (FAQs) about the Relationship between Student Perceptions of Clinical Supervisors and Clinical Competency Achievement

Q: What is the purpose of this study?

A: The purpose of this study is to explore the relationship between student perceptions of clinical supervisors and the achievement of clinical competencies of Nursing Professional Students at the University of North Sumatra.

Q: What is the significance of this study?

A: This study is significant because it highlights the importance of clinical supervisors in the learning process and provides recommendations for improving the quality of clinical guidance and student participation in the learning process.

Q: What is the methodology used in this study?

A: This study employed a quantitative approach with a correlative descriptive design. A total of 83 students were selected using Simple Random Sampling to ensure that each student had an equal opportunity to participate in the research.

Q: What are the results of this study?

A: The results of this study showed that the majority of students (55.4%) had a good perception of their clinical supervisors. Additionally, the achievement of clinical competencies was also classified as good, with 54.2% of students meeting the expected competency standards.

Q: What is the correlation between student perceptions of clinical supervisors and clinical competency achievement?

A: The correlation test conducted revealed a significant relationship between student perceptions of clinical supervisors and clinical competency achievement, with a p-value of 0.014.

Q: What are the implications of this study for practice?

A: The findings of this study have significant implications for practice in nursing education. Clinical supervisors play a crucial role in facilitating the learning process, and their effectiveness can impact student motivation and performance.

Q: What are the limitations of this study?

A: This study had several limitations. The sample size was relatively small, and the study was conducted at a single institution. Future studies should aim to replicate this study with a larger sample size and at multiple institutions to increase the generalizability of the findings.

Q: What are the recommendations for future research?

A: Future research should focus on exploring the factors that influence student perceptions of clinical supervisors and the impact of clinical supervision on student clinical competency achievement. Additionally, studies should investigate the effectiveness of different clinical supervision models and the role of technology in facilitating clinical learning.

Q: What are the key takeaways from this study?

A: The key takeaways from this study are:

Clinical supervisors play a crucial role in facilitating the learning process.
Student perceptions of clinical supervisors are significantly related to clinical competency achievement.
Clinical supervisors should receive training and support to enhance their skills and knowledge in clinical supervision.
Students should be proactive in seeking guidance and communicating openly with their supervisors to maximize clinical learning experiences.

Q: What are the implications for nursing education?

A: The findings of this study have significant implications for nursing education. Clinical supervisors should be trained and supported to enhance their skills and knowledge in clinical supervision. Students should be encouraged to be proactive in seeking guidance and communicating openly with their supervisors to maximize clinical learning experiences.

Q: What are the implications for healthcare practice?

A: The findings of this study have significant implications for healthcare practice. Clinical supervisors should be trained and supported to enhance their skills and knowledge in clinical supervision. Students should be encouraged to be proactive in seeking guidance and communicating openly with their supervisors to maximize clinical learning experiences.

Q: What are the implications for policy and practice?

A: The findings of this study have significant implications for policy and practice. Clinical supervisors should be trained and supported to enhance their skills and knowledge in clinical supervision. Students should be encouraged to be proactive in seeking guidance and communicating openly with their supervisors to maximize clinical learning experiences.