Evaluation Of Knowledge And Skills In The Assessment Of Critically Ill Patients Among Nursing Students In Dodoma Region: A Cross-Section Study

ABSTRACT

Introduction: Knowledge and skills in the nursing profession are crucial for clinical practice in order to provide quality nursing care to patients. The purpose of the study was to evaluate nursing students’ knowledge and skills in the assessment of critically ill patients and to explore the associated factors. Methodology: A cross-section study which involved 464 diploma nursing students in the St. John’s University of Tanzania, the University of Dodoma and tertiary nursing schools namely Mirembe, Decohas, Kondoa, and Mvumi though convenience selection. The questionnaire included demographic characteristics, knowledge, skills, and factors influencing knowledge and skills questions. The data were analyzed using descriptive statistics, Pearson chi -squire, bivariate and multivariate logistic regression through SPSS. Results: A total of 464 of students, 52% were knowledgeable in assessment of the critically ill patients, 60.3 % students were skillful in assessment of the critically ill patients. Number of days spent for class session per week [AOR=1.587: CI: 0.996- 2.531: P=0.042], attending in group discussion [AOR=1.290: CI: 0.982-1.695: 0.047], attending theory session [AOR=2.013: CI: 1.929-4.361: P=0.036], days spent for clinical practice per week [AOR=1.614: CI: 1.051-2.480: P=0.029], school ownership [AOR=1.566: 0.372-0.863: P=0.008] were the factors influenced knowledge in the assessment of the critically ill patients. Factors which influenced skills were satisfaction with teaching strategies [AOR = 1.644: CI: 1.026 - 2.634: P=0.039], motivation in studying nursing [AOR = 2.541: CI: 1.299 - 4.970: P=0.006], time spent for self – study [AOR = 1.741: CI: 1.144 - 2.650: P=0.01], perception on clinical environment [AOR = 1.592: CI: 1.954 - 2.658: P=039]. Conclusion: The results of the study reveal that the graduates in nursing had average knowledge and skills in clinical practice. The findings were associated with environmental and student’s factors. These factors should be considered by curriculum developers, management during the planning of educational institution and tutors during the teaching process. vi TABLE