Satisfaction with clinical practice, competences and education in nursing at slovak universities = Spokojnosť s klinickou praxou, kompetenciami a vzdelávaním v ošetrovateľstve na slovenských unverzitách =

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.Introduction: Clinical practice, for graduating students in nursing
education, deserves attention in relation to competences, as
well as for deciding whether to stay in the profession.
Objectives: To determine students' perception of the clinical environment,
self-assessment of competences and satisfaction
with nursing education before completing their studies at Slovak
universities.
Methodology: The cross-sectional research design was part of
the larger European project Competence of nursing students in
Europe, under the auspices of Turku University in Finland.
Consent to publish national results was obtained by signing a
contract with participation in an international project. Students
participated in filling out The Clinical Learning Environment
(CLES) and Supervision and The Nurse Competence Scale
(NCS) questionnaires online. For the statistical processing of
the results, we used descriptive and inductive statistics, where
Zdravotnícke listy, Ročník 12, Číslo 2, 2024 ISSN 2644-4909
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P < 0.05, Pearson's correlation coefficients and confidence intervals
(Confidence Interval, CI).
Results and discussion: The total CLES score was 5.4 (SD ±
2.0). The most positive rating was the environment of the
clinical workplace 6.0 (SD ± 2.2); the lowest rated was the student's
relationship with the mentor 5.1 (SD ± 2.7). The relationship
between ratings of the clinical learning environment and
student competencies was statistically significant and positive
(r= 0.41; P < 0.0001), as were the correlations for each NCS
category and each CLES subdimension. The strongest correlations
were between the helping role and the pedagogical atmosphere
(r = 0.44; P < 0.0001) and the helping role and the relationship
with the mentor (r = 0.40; P < 0.0001). Nursing students
with a very good level of competence had a more positive
perception of the clinical learning environment.
Conclusion: High-quality practice and education support the
development of nursing competencies, the provision of safe
care and are also motivation for staying in the nursing profession.