Document Type : Original Article
Authors
1
Student Research Committee, Shiraz University of Medical Sciences, Shiraz, Iran
2
Non-Communicable Diseases Research Center, Rafsanjan University of Medical Sciences, Rafsanjan, Iran
3
. Bachelor of Nursing Student, School of Nursing and Midwifery, Shahid Sadoughi University, Yazd, Iran
4
Student Research Committee, Geriatric Nursing Department, School of Nursing and Midwifery, Shahid Sadoughi University of Medical Sciences, Yazd, Iran
5
Student Research Committee, Department of Internal-Surgical Nursing, School of Nursing and Midwifery, Shahid Sadoughi University of Medical Sciences, Yazd, Iran
6
Nursing and Midwifery Care Research Center, Maternal and Child Health Research Institute, Shahid Sadoughi University of Medical Sciences, Yazd, Iran
Abstract
Introduction: Clinical education plays an important role in empowering nursing students. Grand Rounds, as an evidence-based educational method, can increase students' self-efficacy and professional readiness. The aim of the study was to investigate the effect of Grand Rounds on nursing students' clinical self-efficacy and professional readiness.
Methods: This quasi-experimental study with a one-group pretest – posttest design was conducted in 2024. Participants included all seventh-semester undergraduate nursing students who were completing their clinical internship in intensive care and medical–surgical wards at Shahid Sadoughi Hospital in Yazd (n=47). The intervention consisted of six structured Grand Rounds sessions involving the presentation of complex clinical cases followed by group discussion. Clinical self-efficacy and professional readiness were measured using standardized questionnaires before and after the intervention. Data were analyzed using SPSS version 22 with Wilcoxon, Mann–Whitney, and Spearman correlation tests.
Results: The mean age of participants was 21.87 ± 1.11 years; 66% were female and 78.7% were unemployed. After the educational Grand Rounds intervention, the median clinical self-efficacy score increased from 74 (60-82) before the intervention to 88 (74-91) after the intervention (P=0.001). Similarly, the median professional readiness score increased significantly from 35 (28 - 45) before the intervention to 45 (38-56) after the intervention (P=0.004). Age was not significantly associated with any of the variables (P>0.05); however, clinical self-efficacy and professional readiness were higher among male and employed students (P<0.05). A strong positive correlation was observed between clinical self-efficacy and professional readiness (r=0.843, P<0.001), indicating that Grand Rounds contributed to the improvement of both variables.
Conclusion: The findings indicate that the educational Grand Rounds can be an effective method for improving students' self-efficacy and professional readiness, and its regular use in clinical training programs is recommended.
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