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Volume 13
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Article

Professional Values and Self-Reported Clinical Competence of Acute Care Nurses in Saudi Arabia: A Cross-Sectional Study

by
Abdualrahman S. Ashehry
1,*,
Ergie P. Inocian
2,
Homood A. Alharbi
1,
Naif H. Alanazi
1,
Norisk M. Adalin
2,
Rene P. Carsula
1 and
Regie B. Tumala
1
1
College of Nursing, King Saud University, Riyadh 12372, Saudi Arabia
2
Nursing Department, King Saud University Medical City, King Saud University, Riyadh 11472, Saudi Arabia
*
Author to whom correspondence should be addressed.
Eur. J. Investig. Health Psychol. Educ. 2023, 13(11), 2697-2708; https://doi.org/10.3390/ejihpe13110186
Submission received: 29 September 2023 / Revised: 7 November 2023 / Accepted: 12 November 2023 / Published: 15 November 2023
Review Reports Versions Notes

Abstract

Background: Professional values are the foundation of nursing practice. Current research evidence on the influence of professional values on clinical competence among acute care nurses in the clinical area is lacking. Purpose: The purpose of this study was to examine the professional values and self-reported clinical competence among acute care nurses. Methods: This quantitative study used a cross-sectional, correlational design. A convenience sample of 403 nurses was recruited to answer the survey utilizing the Nurses Professional Values Scale-3 and the Nurse Competence Scale. The Pearson correlation coefficient was computed to test the relationship between study variables, and a stepwise multiple regression analysis was then performed to investigate the predictors of nurses’ professional values and clinical competence. Results: The professional value of “caring” received the highest mean score, followed by “professionalism”, while the factor “activism” was rated the lowest. Education was a significant predictor of all three factors of professional values. For clinical competence, “managing situations” was rated as the highest dimension, while “ensuring quality” was rated as the lowest. Moderate positive correlations were revealed between the three factors of professional values and all dimensions of nurses’ clinical competence. Area of practice and “activism” were the only significant predictors of the nurses’ clinical competence. Conclusions: Nurses perceived all three factors of professional values with high importance in influencing their clinical competence. These findings can contribute to the development of educational interventions to improve and sustain professional values and clinical competence among acute care nurses.
Keywords: clinical competence; nurse; professional values; Saudi Arabia clinical competence; nurse; professional values; Saudi Arabia

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MDPI and ACS Style

Ashehry, A.S.; Inocian, E.P.; Alharbi, H.A.; Alanazi, N.H.; Adalin, N.M.; Carsula, R.P.; Tumala, R.B. Professional Values and Self-Reported Clinical Competence of Acute Care Nurses in Saudi Arabia: A Cross-Sectional Study. Eur. J. Investig. Health Psychol. Educ. 2023, 13, 2697-2708. https://doi.org/10.3390/ejihpe13110186

AMA Style

Ashehry AS, Inocian EP, Alharbi HA, Alanazi NH, Adalin NM, Carsula RP, Tumala RB. Professional Values and Self-Reported Clinical Competence of Acute Care Nurses in Saudi Arabia: A Cross-Sectional Study. European Journal of Investigation in Health, Psychology and Education. 2023; 13(11):2697-2708. https://doi.org/10.3390/ejihpe13110186

Chicago/Turabian Style

Ashehry, Abdualrahman S., Ergie P. Inocian, Homood A. Alharbi, Naif H. Alanazi, Norisk M. Adalin, Rene P. Carsula, and Regie B. Tumala. 2023. "Professional Values and Self-Reported Clinical Competence of Acute Care Nurses in Saudi Arabia: A Cross-Sectional Study" European Journal of Investigation in Health, Psychology and Education 13, no. 11: 2697-2708. https://doi.org/10.3390/ejihpe13110186

APA Style

Ashehry, A. S., Inocian, E. P., Alharbi, H. A., Alanazi, N. H., Adalin, N. M., Carsula, R. P., & Tumala, R. B. (2023). Professional Values and Self-Reported Clinical Competence of Acute Care Nurses in Saudi Arabia: A Cross-Sectional Study. European Journal of Investigation in Health, Psychology and Education, 13(11), 2697-2708. https://doi.org/10.3390/ejihpe13110186

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