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Abstract：
BACKGROUND: Ensuring that nursing students graduate with the required clinical competence in nursing is a global challenge. To address this challenge, several studies have looked at various aspects of competency and competency development, however there is scanty evidence on factors affecting development of clinical competency in nursing students. Therefore the, purpose of this study was to investigate nurses\' perceived competence and related factors affecting the development of clinical competence of nursing students at two university sites in Namibia.
METHODS: A cross-sectional design was utilised. Simple random sampling was applied and 272 nursing students at two university campuses in Namibia were selected. An online questionnaire was used. Data were collected between April and May, 2022, over a period of six weeks, and were analysed using Statistical Package of Social Sciences (SPSS) version 27. Chi-square and Spearman correlations were used to assess the associations and correlations, respectively, among the variables. Logistic regression was used to assess the factors associated with the development of clinical competence using a p-value < 0.05 confidence interval.
RESULTS: Forty-seven percent (47%) of the students were found to be competent while more than half (53%) were not. A Chi-square test found a statistically significant difference between students studying at different campuses and between different year levels (p = < .05). A regression analysis showed that nursing educators\' competence (β = .128; p = .36) had a positive influence on nursing students\' competence levels, unlike the mode of learning (β = -.140; p = .013), which negatively predicted the development of clinical competence. No significant relationship was found between the development of clinical competence and teaching approaches, assessment, feedback, constructive alignment, theory-practice gap and reflective practice (p = ˃.05).
CONCLUSIONS: Educator\'s competence levels and the mode of learning were the two major factors that were more likely to influence the development of clinical competence among nursing students. Therefore, it is recommended that nursing training institutions prioritise the development of educators\' competence and apply various modes of learning to enhance development of nursing students\' competence.
METHODS: A cross-sectional design was utilised. Simple random sampling was applied and 272 nursing students at two university campuses in Namibia were selected. An online questionnaire was used. Data were collected between April and May, 2022, over a period of six weeks, and were analysed using Statistical Package of Social Sciences (SPSS) version 27. Chi-square and Spearman correlations were used to assess the associations and correlations, respectively, among the variables. Logistic regression was used to assess the factors associated with the development of clinical competence using a p-value < 0.05 confidence interval.
RESULTS: Forty-seven percent (47%) of the students were found to be competent while more than half (53%) were not. A Chi-square test found a statistically significant difference between students studying at different campuses and between different year levels (p = < .05). A regression analysis showed that nursing educators\' competence (β = .128; p = .36) had a positive influence on nursing students\' competence levels, unlike the mode of learning (β = -.140; p = .013), which negatively predicted the development of clinical competence. No significant relationship was found between the development of clinical competence and teaching approaches, assessment, feedback, constructive alignment, theory-practice gap and reflective practice (p = ˃.05).
CONCLUSIONS: Educator\'s competence levels and the mode of learning were the two major factors that were more likely to influence the development of clinical competence among nursing students. Therefore, it is recommended that nursing training institutions prioritise the development of educators\' competence and apply various modes of learning to enhance development of nursing students\' competence.
摘要：
背景：确保护理专业学生毕业时具备护理所需的临床能力是一个全球性的挑战。为了应对这一挑战，几项研究着眼于能力和能力发展的各个方面，然而，很少有证据表明影响护生临床能力发展的因素。因此,这项研究的目的是调查纳米比亚两个大学点的护士的感知能力和影响护理专业学生临床能力发展的相关因素。
方法：采用横截面设计。采用简单随机抽样，并在纳米比亚的两个大学校园中选择了272名护理学生。使用在线问卷。数据是在4月至5月之间收集的，2022年，为期六周，并使用社会科学统计软件包(SPSS)第27版进行了分析。卡方和斯皮尔曼相关性用于评估关联和相关性，分别,在变量中。Logistic回归用于使用p值<0.05的置信区间评估与临床能力发展相关的因素。
结果：发现47％（47％）的学生有能力，而超过一半（53％）的学生没有能力。卡方检验发现，在不同校园学习的学生之间以及不同年份水平之间存在统计学上的显着差异（p=<0.05）。回归分析表明，护理教育者的能力（β=.128；p=.36）对护生的能力水平有积极影响，与学习模式(β=-.140；p=.013)不同，这对临床能力的发展产生了负面影响。临床能力的发展和教学方法之间没有发现显著的关系，评估，反馈,建设性对齐，理论-实践差距和反思性实践(p=.05)。
结论：教育者的能力水平和学习方式是影响护生临床能力发展的两个主要因素。因此,建议护理培训机构优先考虑教育者的能力发展，并应用各种学习模式来提高护生的能力发展。
方法：采用横截面设计。采用简单随机抽样，并在纳米比亚的两个大学校园中选择了272名护理学生。使用在线问卷。数据是在4月至5月之间收集的，2022年，为期六周，并使用社会科学统计软件包(SPSS)第27版进行了分析。卡方和斯皮尔曼相关性用于评估关联和相关性，分别,在变量中。Logistic回归用于使用p值<0.05的置信区间评估与临床能力发展相关的因素。
结果：发现47％（47％）的学生有能力，而超过一半（53％）的学生没有能力。卡方检验发现，在不同校园学习的学生之间以及不同年份水平之间存在统计学上的显着差异（p=<0.05）。回归分析表明，护理教育者的能力（β=.128；p=.36）对护生的能力水平有积极影响，与学习模式(β=-.140；p=.013)不同，这对临床能力的发展产生了负面影响。临床能力的发展和教学方法之间没有发现显著的关系，评估，反馈,建设性对齐，理论-实践差距和反思性实践(p=
结论：教育者的能力水平和学习方式是影响护生临床能力发展的两个主要因素。因此,建议护理培训机构优先考虑教育者的能力发展，并应用各种学习模式来提高护生的能力发展。
