Preparedness for Clinical Practice Among Bachelor’s Nursing Students in Oman: A Qualitative Descriptive Study

Abstract

Background: Nursing education, particularly clinical teaching, plays a vital role in preparing Bachelor's nursing students for professional practice in healthcare institutions. Increasing challenges in clinical practice demand that nursing educators provide optimal clinical learning experiences to ensure student readiness. This study aims to explore the preparedness of Bachelor's nursing students in Oman for future clinical practice and examine factors influencing their preparedness. Methods: Sixteen fourth-year Bachelor of Nursing students from various branches of the Oman College of Health Sciences participated. A descriptive qualitative design was employed. Semi-structured interviews were conducted online or via telephone and analysed using content analysis. Results: Three themes emerged: Enhancing self-confidence, navigating to a bigger image, and needing more hands-on practice. Students reported that integrating theoretical knowledge and acquired skills into clinical settings enhanced their confidence to perform nursing tasks independently. Readiness was hindered by factors such as the COVID-19 pandemic, the shift to online learning, the replacement of clinical training with laboratory-based teaching, inadequate laboratory resources, staff shortages, and excessive clinical documentation requirements. Conclusion: This first study in Oman assessing Bachelor nursing students’ readiness for clinical practice provides valuable insights for curriculum development. Addressing identified barriers through enhanced clinical exposure, supportive supervision, and adequate resources may improve students’ preparedness for transition to the nursing workforce.