Effects of a Readiness Preparation Program for Practice in Neonatal and Pediatric Intensive Care Units on Knowledge, Nursing Skills, and Perceived Self-efficacy among Nursing Students
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Abstract
Preparing nursing students adequately before entering clinical practice is crucial for enhancing knowledge, developing nursing skills, and fostering self-awareness. This study aimed to investigate the effects of a preparatory program on nursing students' knowledge, nursing skills, and self-awareness before entering the pediatric emergency ward. A quasi-experimental pre-test/post-test design was employed involving 70 third-year Bachelor of Nursing Science students selected through purposive sampling. The study utilized various tools including a preparatory program, general information questionnaire, knowledge assessment questionnaire, nursing skills evaluation, and self-awareness perception questionnaire. Statistical analysis included descriptive statistics and Wilcoxon signed-rank tests.
The results revealed significant improvements in nursing students' average scores of knowledges, nursing skills, and self-awareness after participating in the preparatory program (Z = 7.29, 7.27, and 6.61 respectively, p < .001).
The findings underscore the significance of preparatory programs before clinical practice in pediatric emergency wards for nursing students. These programs contribute to enhancing knowledge, developing nursing skills, and promoting self-awareness among nursing students.
Therefore, it is recommended to incorporate preparatory programs as an integral part of nursing education curriculum to better equip students for clinical practice.
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