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Correlation Between Academic and Clinical Practice Performance of Nursing Students at a Pediatrics and Child Health Nursing Course; Mizan-Tepi University, Ethiopia
Advances in Medical Education and Practice ( IF 1.8 ) Pub Date : 2021-02-15 , DOI: 10.2147/amep.s294650 Lalisa Chewaka Gamtessa 1
Advances in Medical Education and Practice ( IF 1.8 ) Pub Date : 2021-02-15 , DOI: 10.2147/amep.s294650 Lalisa Chewaka Gamtessa 1
Affiliation
Background: Members of the nursing profession face problems in relating knowledge with practice. However, there was no study on the correlation between academic and practice performance of pediatrics nursing in Ethiopia.
Methods: A cross-sectional study was conducted at Mizan-Tepi University using 396 nursing students’ academic and practice achievements on a pediatric nursing course. SPSS version 21.0 was used for analysis. Spearman’s rho correlation (rs), one way ANOVA, independent t-test and determination coefficient (R2) were computed at p< 0.05.
Results: The academic performance was strongly correlated with practice performance of the 2015 (rs (394) = 0.7, p< 0.001) and 2017 (rs (394) = 0.7, p< 0.001) batches of regular students. However, there was a moderate correlation between academic and practice performance for the batch of 2016 regular students (rs(394) = 0.43, p< 0.001). There was a moderate correlation between academic and practice performance of the 2015 (rs (394) = 0.6) and 2016 (rs (394) = 0.51, p< 0.001) batches of summer students. Linear regression analysis showed that academic performance explained 17.9% to 44.1% of variability in practice performance of the regular students. The linear regression analysis also showed that academic performance explained 26.5% to 41.2% of the variability in the practice performance of summer students. Independent T-test revealed significant mean performance difference by admission type (academic (t (144.7) = 6.43, p< 0.001) and practice (t (115.5) = 5.71, p< 0.001)). The mean performance difference significantly varied with sex both at academic (t (394) = 3.38, p=0.001) and practice (t (394) = 4.57, p< 0.001) levels.
Conclusion: There was a moderate to strong correlation between academic and practice performance. In addition to academic performance, variation in practice was also explained by other factors which deserve more study. Enhancing academic performance can further increase practice performance. In general, the achievements of regular and male students at pediatrics was statistically significantly higher than their counterparts. Hence, female and summer nursing students deserve extra support from nurse educators to enhance their performance.
中文翻译：
儿科和儿童健康护理课程护理学生学术与临床实践表现的相关性；埃塞俄比亚米赞特皮大学
背景：护理专业人士面临着知识与实践联系的问题。然而，尚无关于埃塞俄比亚儿科护理学术与实践表现之间相关性的研究。
方法：在 Mizan-Tepi 大学对 396 名护理学生在儿科护理课程上的学术和实践成绩进行了一项横断面研究。使用SPSS 21.0版进行分析。 Spearman 的 rho 相关性 ( rs )、单因素方差分析、独立t检验和确定系数 (R 2 ) 在 p < 0.05 处计算。
结果： 2015年（ r s (394) = 0.7, p< 0.001）和2017年（ r s (394) = 0.7, p< 0.001）批次普通学生的学业成绩与实践成绩呈强相关。然而，2016 届普通学生的学业成绩和实践成绩之间存在中等相关性（r s (394) = 0.43，p < 0.001）。 2015 年 ( r s (394) = 0.6) 和 2016 年 ( r s (394) = 0.51, p< 0.001) 批次的暑期学生的学术和实践表现之间存在中等相关性。线性回归分析显示，学业成绩可以解释普通学生练习成绩变异性的17.9%至44.1%。线性回归分析还表明，学业成绩解释了暑期学生实践表现变异性的 26.5% 至 41.2%。独立T检验显示，不同入学类型（学术（t (144.7) = 6.43，p < 0.001）和实践（t (115.5) = 5.71，p < 0.001））的平均表现存在显着差异。在学术（t（394）= 3.38，p=0.001）和实践（t（394）= 4.57，p < 0.001）水平上，平均表现差异随性别显着变化。
结论：学术表现和实践表现之间存在中等到强的相关性。除了学业成绩之外，实践中的差异也可以通过其他值得更多研究的因素来解释。提高学业成绩可以进一步提高实践成绩。总体而言，儿科普通学生和男学生的成绩在统计学上显着高于其他学生。因此，女护士和暑期护理学生应该得到护士教育者的额外支持，以提高她们的表现。
更新日期：2021-04-21
Methods: A cross-sectional study was conducted at Mizan-Tepi University using 396 nursing students’ academic and practice achievements on a pediatric nursing course. SPSS version 21.0 was used for analysis. Spearman’s rho correlation (rs), one way ANOVA, independent t-test and determination coefficient (R2) were computed at p< 0.05.
Results: The academic performance was strongly correlated with practice performance of the 2015 (rs (394) = 0.7, p< 0.001) and 2017 (rs (394) = 0.7, p< 0.001) batches of regular students. However, there was a moderate correlation between academic and practice performance for the batch of 2016 regular students (rs(394) = 0.43, p< 0.001). There was a moderate correlation between academic and practice performance of the 2015 (rs (394) = 0.6) and 2016 (rs (394) = 0.51, p< 0.001) batches of summer students. Linear regression analysis showed that academic performance explained 17.9% to 44.1% of variability in practice performance of the regular students. The linear regression analysis also showed that academic performance explained 26.5% to 41.2% of the variability in the practice performance of summer students. Independent T-test revealed significant mean performance difference by admission type (academic (t (144.7) = 6.43, p< 0.001) and practice (t (115.5) = 5.71, p< 0.001)). The mean performance difference significantly varied with sex both at academic (t (394) = 3.38, p=0.001) and practice (t (394) = 4.57, p< 0.001) levels.
Conclusion: There was a moderate to strong correlation between academic and practice performance. In addition to academic performance, variation in practice was also explained by other factors which deserve more study. Enhancing academic performance can further increase practice performance. In general, the achievements of regular and male students at pediatrics was statistically significantly higher than their counterparts. Hence, female and summer nursing students deserve extra support from nurse educators to enhance their performance.
中文翻译：
儿科和儿童健康护理课程护理学生学术与临床实践表现的相关性；埃塞俄比亚米赞特皮大学
背景：护理专业人士面临着知识与实践联系的问题。然而，尚无关于埃塞俄比亚儿科护理学术与实践表现之间相关性的研究。
方法：在 Mizan-Tepi 大学对 396 名护理学生在儿科护理课程上的学术和实践成绩进行了一项横断面研究。使用SPSS 21.0版进行分析。 Spearman 的 rho 相关性 ( rs )、单因素方差分析、独立t检验和确定系数 (R 2 ) 在 p < 0.05 处计算。
结果： 2015年（ r s (394) = 0.7, p< 0.001）和2017年（ r s (394) = 0.7, p< 0.001）批次普通学生的学业成绩与实践成绩呈强相关。然而，2016 届普通学生的学业成绩和实践成绩之间存在中等相关性（r s (394) = 0.43，p < 0.001）。 2015 年 ( r s (394) = 0.6) 和 2016 年 ( r s (394) = 0.51, p< 0.001) 批次的暑期学生的学术和实践表现之间存在中等相关性。线性回归分析显示，学业成绩可以解释普通学生练习成绩变异性的17.9%至44.1%。线性回归分析还表明，学业成绩解释了暑期学生实践表现变异性的 26.5% 至 41.2%。独立T检验显示，不同入学类型（学术（t (144.7) = 6.43，p < 0.001）和实践（t (115.5) = 5.71，p < 0.001））的平均表现存在显着差异。在学术（t（394）= 3.38，p=0.001）和实践（t（394）= 4.57，p < 0.001）水平上，平均表现差异随性别显着变化。
结论：学术表现和实践表现之间存在中等到强的相关性。除了学业成绩之外，实践中的差异也可以通过其他值得更多研究的因素来解释。提高学业成绩可以进一步提高实践成绩。总体而言，儿科普通学生和男学生的成绩在统计学上显着高于其他学生。因此，女护士和暑期护理学生应该得到护士教育者的额外支持，以提高她们的表现。
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