Year: 2024
Type: article
Study design: Observational Study
Abstract: Background: The transition from student to professional nurse is often challenging, marked by stress, role confusion, and limited confidence in clinical practice. This study addresses a critical gap in research by exploring the readiness of Omani nursing graduates for professional practice, focusing on their knowledge, clinical competencies, and factors influencing their transition. Methodology: A descriptive cross-sectional study was conducted across multiple healthcare institutions in Oman, targeting recent nursing graduates and participants in internship programs. Data were collected using the 2023 Casey-Fink Graduate Nurse Experience Survey, a validated tool with a Cronbach's alpha of 0.890. Statistical analyses, including descriptive statistics, ANOVA, and independent t-tests, were performed using SPSS Version 23 to evaluate participants' perceived readiness and competencies. Results: The study included 194 novice nurses, with 86% from the Oman College of Health Sciences. The mean overall knowledge score was 3.56/4, highlighting high perceived competency. However, significant gaps were identified in areas such as initiating IV therapy (M=2.23), administering blood products (M=1.78), and managing violent patients (M=1.80). Confidence in clinical tasks like EKG interpretation and rapid response initiation was also limited. Participants in structured programs, such as internships and enhancement initiatives, reported slightly higher readiness scores, though differences were not statistically significant (p>0.05). Stress emerged as a pervasive challenge, with 46.9% strongly agreeing that work-induced stress impacted their performance. Conclusions: This study reveals substantial variability in the readiness of Omani novice nurses, emphasizing the need for enhanced clinical training, mentorship, and targeted interventions to address competency gaps. The findings provide valuable insights for nursing educators, internship coordinators, and policymakers in refining curricula and support programs to improve graduate preparedness for clinical practice.
Language: English
Subfield: Leadership and Management
Field: Nursing
Domain: Health Sciences
Open Access status: diamond
OpenAlex ID: W4406105840