Displaying publications 61 - 80 of 235 in total

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  1. Lim AS, Ling YL, Wilby KJ, Mak V
    Curr Pharm Teach Learn, 2024 Mar;16(3):212-220.
    PMID: 38171979 DOI: 10.1016/j.cptl.2023.12.028
    BACKGROUND: Objective structured clinical examinations (OSCEs) remain an integral part of pharmacy education. This study aimed to characterize key researchers, areas, and themes in pharmacy education OSCEs using a bibliometric review with content analysis.

    METHODS: A bibliometric review was conducted on literature from over 23 years from January 2000 to May 2023. Articles focusing on any type of OSCE research in pharmacy education in both undergraduate and postgraduate sectors were included. Articles were excluded if they were not original articles or not published in English. A summative content analysis was also conducted to identify key topics.

    RESULTS: A total of 192 articles were included in the analysis. There were 242 institutions that contributed to the OSCE literature in pharmacy education, with the leading country being Canada. Most OSCE research came from developed countries and were descriptive studies based on single institution data. The top themes emerging from content analysis were student perceptions on OSCE station styles (n = 98), staff perception (n = 19), grade assessment of OSCEs (n = 145), interprofessional education (n = 11), standardized patients (n = 12), and rubric development and standard setting (n = 8).

    IMPLICATIONS: There has been a growth in virtual OSCEs, interprofessional OSCEs, and artificial intelligence OSCEs. Communication rubrics and minimizing assessor variability are still trending research areas. There is scope to conduct more research on evaluating specific types of OSCEs, when best to hold an OSCE, and comparing OSCEs to other assessments.

    Matched MeSH terms: Clinical Competence
  2. Babar MG, Hasan SS, Ooi YJ, Ahmed SI, Wong PS, Ahmad SF, et al.
    Int J Med Educ, 2015;6:56-61.
    PMID: 25935506 DOI: 10.5116/ijme.5521.3b2d
    The study objectives were to identify the stress levels and to explore the impact of students' year of study and gender on the perceived sources of stress among Malaysian dental students.
    Matched MeSH terms: Clinical Competence/standards; Clinical Competence/statistics & numerical data
  3. Laube R, Yau Y, Selinger CP, Seow CH, Thomas A, Wei Chuah S, et al.
    J Crohns Colitis, 2020 Sep 16;14(9):1248-1255.
    PMID: 32191292 DOI: 10.1093/ecco-jcc/jjaa047
    BACKGROUND AND AIMS: Poor knowledge of inflammatory bowel disease [IBD] in pregnancy underlies unwarranted voluntary childlessness [VC], and risks poorer obstetric outcomes and adverse fetal outcomes. IBD is increasing worldwide but education on IBD issues might be heterogeneous based on cultural differences and variations in models of care.

    METHODS: Consecutive female IBD subjects aged 18-45 years were prospectively recruited from two dedicated IBD-pregnancy clinics, two multidisciplinary IBD clinics and nine general gastroenterology clinics. Subjects completed the validated CCPKnow [score 0-17] with questions on demographics, medical history and pregnancy knowledge. The primary outcome was knowledge per clinic-type and per geographical region.

    RESULTS: Surveys were completed by 717 subjects from 13 hospitals across ten countries. Dedicated IBD-pregnancy clinics had the highest knowledge, followed by multidisciplinary IBD clinics then general IBD clinics (median CCPKnow 10.0 [IQR: 8.0-11.0], 8.0 [IQR: 5.0-10.5] and 4.0 [IQR:2.0-6.0]; p 

    Matched MeSH terms: Clinical Competence/standards; Clinical Competence/statistics & numerical data
  4. Yadav H
    Med J Malaysia, 2013 Apr;68(2):111-4.
    PMID: 23629554
    The International Medical University has a Community and Family Case Study (CFCS) programme as part of the training for medical students. The aim of the programme is to emphasize the family and community perspective of patient care in the home environment. A cross-sectional descriptive study was done among 66 final year medical students using a questionnaire. The students were in the 10th Semester and had completed their Community and Family Case Studies (CFCS) programme. Majority (54.5%) of the students who were interviewed were Malays, 34.8% Chinese and 9.1% Indians. Majority of the students (87.9%) liked the programme because it was a good opportunity to understand the patient in their home environment; it improved their commination skills and made them understand the patient better in the community setting. The perceived problem in this programme by the students were mainly choosing an index patient initially (32.8%), patient cooperation (19.0%) and transportation to the patients' house (13.8%). They said that this programme was useful because they learnt more about the disease (45%) and understood the patient management better (15%). The programme also provided the students a wider exposure to medicine (37.9%) and the opportunity to practice clinical skills. Overall the CFCS programme in IMU was well liked by the students as it gave them an opportunity to practice some of the clinical skills in the patients' home environment and it provided an opportunity to manage the patient better. The major problem the students faced was in selecting the index patient.
    Matched MeSH terms: Clinical Competence
  5. Shahabudin SH
    Med Educ, 1990 May;24(3):264-70.
    PMID: 2355871
    A cross-sectional national survey was conducted amongst a random sample of medical practitioners registered in 1988 with the Malaysian Medical Council with the purpose of determining their educational needs with regards to continuing medical education (CME). A 91.0% response rate was obtained. It was found that more than 70% wanted a programme that would provide them with new practical skills and new knowledge or advances in specific fields. About 2/3 also wanted their intellectual skills in problem-solving to be further developed. Reinforcement of communication skills appears to be of secondary importance. They would also like a programme of CME to help them monitor and improve their diagnostic accuracy, investigative habits, prescribing pattern, skills in interpreting diagnostic tests and management of common illnesses. As for content areas it was found that the problems they have least confidence in managing come mainly from the disciplines of psychiatry, obstetrics and gynaecology, and emergency and critical care. More than 90% preferred self-learning methods with some group-type activities. Based on these needs it was recommended that a programme of CME be developed with orientation towards a practice-based setting, self-directed learning, utilizing problem-solving approaches and focusing on the major content areas identified. In addition, activities such as small-group discussions, clinical rounds and journal clubs should be encouraged to develop into local network group activities to supplement the self-learning and present lectures and talks.
    Matched MeSH terms: Clinical Competence
  6. Nelwati, Abdullah KL, Chong MC, McKenna L
    J Prof Nurs, 2020 03 19;36(6):477-483.
    PMID: 33308543 DOI: 10.1016/j.profnurs.2020.03.008
    BACKGROUND: Peer learning has enabled undergraduate nursing students to develop competence and clinical skills. It is rare to find quantitative studies examining the effect of peer learning on professional competence development among undergraduate nursing students comprehensively.

    OBJECTIVE: To examine the effect of peer learning on professional competence development among Indonesian undergraduate nursing students.

    DESIGN: A quasi-experimental study with non-equivalent control group pre-test post-test design.

    PARTICIPANTS: Convenience sampling was used to recruit participants. Seventy-five students completed the study (37 in the intervention group and 38 in the control group).

    METHODS: The intervention group received the peer learning program, while the control group received conventional learning during clinical practice. The Nurse Professional Competence (NPC) was used to collect data at pre-test and post-test measurement. Data were analysed using descriptive and inferential statistics.

    RESULTS: Professional competence had significantly increased in the intervention group. A significant interaction effect of time (pre-test and post-test) and group on professional competence development was also found. The effect of peer learning on professional competence development was significantly greater than the conventional method.

    CONCLUSION: Peer learning was demonstrated as an innovative learning method to develop professional competence during clinical practice among Indonesian undergraduate nursing students. It is recommended for nurse educators to consider implementing peer learning during clinical education.

    Matched MeSH terms: Clinical Competence
  7. Sattar MU, Palaniappan S, Lokman A, Shah N, Riaz Z, Khalid U
    J Pak Med Assoc, 2021 Jul;71(7):1730-1735.
    PMID: 34410236 DOI: 10.5455/JPMA.22992
    OBJECTIVE: To investigate the effects of design parameters on the user experience of virtual reality medical training.

    Methods: The quantitative study was conducted at Punjab (Pakistan) from July 2018 to October 2018, and comprised final year students from eight medical colleges in Pakistan. Each respondent was given to experience laparoscopy operation in text, video and virtual reality-based learning methodologies. User experience and usefulness was assessed against a pre-validated scale and compared with the three learning methodologies.

    RESULTS: Of the 87, students, 50(57.5%) were male and 37(42.5%) were female. The overall mean age was 22.5±4 years. Result of virtual reality was better than others (p<0.05). Data was analysed using SPSS 20.

    CONCLUSIONS: Virtual reality-based learning provided better user experience than traditional learning methodologies.

    Matched MeSH terms: Clinical Competence
  8. Morgan G, Melson E, Davitadze M, Ooi E, Zhou D, Hanania T, et al.
    J R Coll Physicians Edinb, 2021 06;51(2):168-172.
    PMID: 34131679 DOI: 10.4997/JRCPE.2021.218
    BACKGROUND: Simulation via Instant Messaging - Birmingham Advance (SIMBA) aimed to improve clinicians' confidence in managing various clinical scenarios during the COVID-19 pandemic.

    METHODS: Five SIMBA sessions were conducted between May and August 2020. Each session included simulation of scenarios and interactive discussion. Participants' self-reported confidence, acceptance, and relevance of the simulated cases were measured.

    RESULTS: Significant improvement was observed in participants' self-reported confidence (overall n = 204, p<0.001; adrenal n = 33, p<0.001; thyroid n = 37, p<0.001; pituitary n = 79, p<0.001; inflammatory bowel disease n = 17, p<0.001; acute medicine n = 38, p<0.001). Participants reported improvements in clinical competencies: patient care 52.0% (n = 106/204), professionalism 30.9% (n = 63/204), knowledge on patient management 84.8% (n = 173/204), systems-based practice 48.0% (n = 98/204), practice-based learning 69.6% (n = 142/204) and communication skills 25.5% (n = 52/204).

    CONCLUSION: SIMBA is a novel pedagogical virtual simulation-based learning model that improves clinicians' confidence in managing conditions across various specialties.

    Matched MeSH terms: Clinical Competence
  9. Mohamed Ludin S, Mohd Nor Rudin N, Makhtar A
    Enferm Clin, 2021 04;31 Suppl 2:S286-S290.
    PMID: 33849182 DOI: 10.1016/j.enfcli.2020.09.017
    The researcher aims to evaluate the effect of the knowledge transfer programme on community nurses' knowledge and nursing care skills on enteral nutrition in the care of critically ill survivors. In this study, the researcher used an interventional study; a pre-test and post-test for community nurses' knowledge of enteral nutrition and a post-test for nursing care skills on enteral nutrition. This programme involved community nurses currently working at community clinics under the Ministry of Health Malaysia. Pre- and post-test community nurses' knowledge of the knowledge transfer programme shows an improvement result. There was no association between the knowledge of community nurses and nursing care skills on enteral nutrition. Knowledge transfer programme enhanced community nurses' knowledge and nursing care skills on enteral nutrition care for critically ill survivors in community settings.
    Matched MeSH terms: Clinical Competence
  10. Lai AKH, Noor Azhar AMB, Bustam AB, Tiong XT, Chan HC, Ahmad RB, et al.
    BMC Med Educ, 2020 Aug 12;20(1):263.
    PMID: 32787921 DOI: 10.1186/s12909-020-02173-7
    BACKGROUND: Although gamification increases user engagement, its effectiveness in point-of-care ultrasonographic training has yet to be fully established. This study was conducted with the primary outcome of evaluating its effectiveness in point-of-care ultrasonographic training as compared to conventional approach.

    METHODS: Participants consisting of junior doctors were randomized into either the (1) gamified or the (2) conventional educational approach for ultrasonographic training.

    RESULTS: A total of 31 junior doctors participated in this study (16 participants in gamified arm, 15 in the conventional arm after one participant from the conventional arm dropped out due to work commitment). Two-way mixed ANOVA test showed that there was no statistically significant interaction between the types of educational approach and time of testing (pre-test, post-test, 2 months post-training) for both theoretical knowledge score and practical skills score, with F(2, 58) = 39.6, p 

    Matched MeSH terms: Clinical Competence
  11. Menon V
    MyJurnal
    Background: Facebook is a popular social networking site with more than five hundred million users. This study assessed whether Facebook Groups can be used to teach clinical reasoning skills.
    Methods: Sixty-seven final year medical students from the International Medical University, Malaysia, were exposed to interactive online learning through a Facebook Group for a period of six months in this study. The purpose was to determine if supervised interactive online learning could be used to augment the deep learning that comes from learning medicine at the bedside of patients. The interactive online discussions were entirely triggered by clinical problems encountered in the medical wards of the general hospital to which these students were attached.
    Results: A total of 10 topics were discussed in this forum during the duration of this study and an example of one such discussion is provided to illustrate the informal nature of this kind of learning. The results showed a high degree of student involvement with 76 percent of students actively participating in the discussions.
    Conclusion: The high degree of voluntary participation in the clinical discussions through the Facebook Group in this study tells us that Facebook Groups are a good way of engaging students for learning and can be used in medical education to stimulate creative clinical thinking.
    Matched MeSH terms: Clinical Competence
  12. Shahid Hassan, Zafar Ahmed, Ahmad Fuad Abdul Rahim
    MyJurnal
    Background: Faculty’s role as educators is over looked in clinical education, even though the teaching has a direct reflection of performance of clinical competence and professional development of graduating doctors. Two major problems of clinical education are the lack of uniform teaching and learning strategies in postgraduate as well as later years of undergraduate clinical teaching and the professional development of faculty in teaching in medical institutions. Objective: The survey has two major objectives. First objective was to know about the faculty response to a survey on teaching while trying to create awareness for teaching and research in teaching. The second objective was to know the faculty members’ understanding with principles of learning and teaching with strengths and weaknesses of respondents’ performance in clinical teaching on completing The Educator’s Self-Reflective Inventory (ESRI). Method: The ESRI was administered to approach 214 faculty members in SMS at USM. Appraisal of self-reflection inventory as medical teacher and personal development with respect to challenges, opportunities, innovations and need assessment of teaching were explored in response to 35 items grouped in 5 clusters through a questionnaire-based survey utilizing ESRI. Result: Statistical analysis of respondent’s data indicates a mixed response with lab-based disciplines 54.54% followed by surgical-based disciplines 50% and medical-based disciplines 30%. Individual discipline best response is received from Plastic Surgery and ORL-HNS (100%) and Hematology (77.77%). A result of individual item response in each cluster WAS also analyzed. Conclusion: The survey evaluated the faculty’s response to ESRI and concern shown to develop their abilities as teachers and researchers in clinical teaching. However, the initial response suggested the need for more survey to continue creating the awareness for faculty development and research in teaching. Conclusion drawn from analysis of each items in inventory is encouraging for teaching in medical education.
    Matched MeSH terms: Clinical Competence
  13. Malik, A.S., Malik, R.H.
    MyJurnal
    The problem-based learning (PBL) curriculum, which originated primarily from the Faculty of Health Sciences at McMaster University in 1969, has had a major impact on the thinking and practice in medical education. It is one of the most important developments in the health profession's education in the latter part of the twentieth century) The PBL process incorpo-rates fundamental educational principles such as those derived from adult learning theory' and this gives the PBL approach a greater effective-ness for the acquisition of basic knowledge and clinical skills.
    Matched MeSH terms: Clinical Competence
  14. Toh, Peng Yeow, Wai, Sun Choo, Amir S. Khir, Li, Cher Loh
    MyJurnal
    Background: Clinical clerkship in a busy hospital environment forms an important part of undergraduate medical training. Regular objective assessment of this activity with feedback would be expected to improve outcome.

    Methods: We implemented fortnightly clinical assessments using modified OSLER (Objective Structured Long Examination Record), and over a 6-week clinical rotation. Modifications included provision of individualized feedback. The assessment process was evaluated by both students and teachers via a questionnaire measuring their perceived educational impact, feasibility and acceptability.

    Results: Students agreed that the patient spectrum was appropriate and fair, resulting in improved history taking and presentation skills (96.6%), clinical examination skills (89%) and clinical reasoning skills (90.7%). It was graded to have helped learning “tremendously” and “moderately” by 64.7% and 32.8% of students respectively. Perceived improvement was attributable mainly to the repetitive nature of the assessments since only 63% of students were provided with feedback. 96.6% of students and 94.1% of assessors perceived the format created a stressful but positive learning environment. 52.9% of assessors agreed that the exercise consumed significant time and resources but 88.2% rated it as manageable and supported its continuation.

    Conclusion: Frequent and regular in-course clinical assessments with emphasis on individual feedback is feasible, acceptable and has significant positive educational impact.
    Matched MeSH terms: Clinical Competence
  15. Mat Yudin Z, Ali K, Wan Ahmad WMA, Ahmad A, Khamis MF, Brian Graville Monteiro N', et al.
    Eur J Dent Educ, 2020 Feb;24(1):163-168.
    PMID: 31698535 DOI: 10.1111/eje.12480
    AIMS: To evaluate the self-perceived preparedness of final-year dental undergraduate students in dental public universities in Malaysia.

    METHODS: Final-year dental undergraduate students from six dental public universities in Malaysia were invited to participate in an online study using a validated Dental Undergraduates Preparedness Assessment Scale DU-PAS.

    RESULTS: In total, about 245 students responded to the online questionnaire yielding a response rate of 83.05%. The age range of the respondents was 23-29 years with a mean age of 24.36 (SD 0.797). The total score obtained by the respondents was ranged from 48 to 100 with a mean score of 79.56 (SD 13.495). Weaknesses were reported in several clinical skills, cognitive and behavioural attributes.

    CONCLUSIONS: The preparedness of undergraduate students at six dental institutions in Malaysia was comparable to students from developed countries. The dental undergraduate preparedness assessment scale is a useful tool, and dental institutions may be used for self-assessment as well as to obtain feedback from the supervisors.

    Matched MeSH terms: Clinical Competence
  16. Awwad K, Ng YG, Lee K, Lim PY, Rawajbeh B
    Int Emerg Nurs, 2021 05;56:100994.
    PMID: 33798982 DOI: 10.1016/j.ienj.2021.100994
    BACKGROUND: In the trauma triage procedure, nurses with good knowledge and skills can start initial treatment immediately pending doctors availability, and before a final diagnosis is made. The Advanced Trauma Life Support/ Advanced Trauma Care for Nurses is one of the most important trauma education programmes to enhance the knowledge and skills of emergency nurses. This systematic review of the literature attempts to investigate the implications of introducing an Advanced Trauma Life Support/Advanced Trauma Care for Nurses' knowledge and skills related to trauma triage.

    METHODS: A systematic review was carried out using Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA). The included sites and databases are Web of Science, Scopus, PubMed, ScienceDirect, Cochrane Library, and Bielefeld Academic Search Engine (BASE) from 1994 to 2019. The quality of the selected studies was evaluated using a standard quality rating tool (SQRT). The quality of the criteria for inclusion and exclusion was independently reviewed by three researchers.

    RESULTS: This study evaluated 5266 records in the identification stage. In the included stage, only four studies were included in this review. In the standard quality assessment, none of the included studies were evaluated as being a strong study, none used an experimental design at three points in time (pre, post and follow-up), and all showed a moderate to high risk of bias. There is a lack of knowledge and skills related to trauma triage among emergency nurses in the included studies.

    CONCLUSION: A lack of knowledge and skills concerning trauma triage among emergency nurses could potentially have an adverse effect on the outcomes of the patients in trauma cases.

    Matched MeSH terms: Clinical Competence
  17. Abd-Shukor SN, Yahaya N, Tamil AM, Botelho MG, Ho TK
    Eur J Dent Educ, 2021 Nov;25(4):744-752.
    PMID: 33368978 DOI: 10.1111/eje.12653
    INTRODUCTION: The application of video-based learning in dentistry has been widely investigated; however, the nature of on-screen video enhancements of the video has been minimally explored in the literature. This study investigated the effectiveness of an in-class and on-demand enhanced video to support learning on removable partial dentures in terms of knowledge acquisition, perception and clinical skill performance.

    METHODS: Fifty-four dental students enrolled in 2018 were recruited as participants and assigned to two groups. Both groups were given the same lecture and asked to watch the same video in either the enhanced or non-enhanced version. The enhanced video was modified with the contemporaneous subtitle of the presenters' dialogue, text bullet points and summary text pages. The knowledge acquisition from the two types of video was subjected to pre- and post-tests one month after the students watched the video. A questionnaire was used to evaluate the students' perceptions of the learning experience and a performance test on practical skills was performed after six weeks. All the students responded to the test (100%).

    RESULTS: The enhanced video demonstration improved the students' short-term knowledge acquisition after they watched the video, with an average score of 1.59 points higher in the enhanced group than in the non-enhanced group (p 

    Matched MeSH terms: Clinical Competence
  18. Mohammed HG, Al-Sharkawi SS, Mohammed Adly R
    Plast Aesthet Nurs (Phila), 2022 12 6;42(4):197-205.
    PMID: 36469390 DOI: 10.1097/PSN.0000000000000463
    Acupressure is a nonpharmacological technique that can be used to control chemotherapy-induced nausea and vomiting (CINV) in children with cancer. To use acupressure as a strategy for managing CINV, oncology nurses must have adequate knowledge and skills to implement the technique in clinical practice. Our study aimed to evaluate the effect of an acupressure training program for pediatric nurses caring for children undergoing chemotherapy. We used a quasi-experimental design. Our sample populations included a convenience sample of 36 pediatric nurses and a purposive sample of 45 children undergoing chemotherapy. We used four tools for data collection: (1) a structured questionnaire comprising two parts: (a) characteristics of nurses and children and (b) assessment of nurses' knowledge; (2) an observational checklist for application of acupressure technique; (3) the Baxter Animated Retching Faces (BARF) scale; and (4) a vomiting assessment sheet. We found that after the training intervention, 94.4% ( n = 34) of nurses had a good level of knowledge and skill implementing the acupressure technique. There was a statistically significant difference in the knowledge and skill of the nurses before and after the training intervention, χ 2 (35, N = 36) = 19.113, p = .000. We concluded that the training program significantly improved the nurses' level of knowledge and skill when caring for children undergoing chemotherapy. We also found that after implementing the training intervention, the frequency and severity of CINV decreased among the children we studied. We therefore recommend that acupressure (in combination with antiemetic medication) be included as part of a protocol for chemotherapy administration in children.
    Matched MeSH terms: Clinical Competence
  19. Arunachalam S, Pau A, Nadarajah VD, Babar MG, Samarasekera DD
    Eur J Dent Educ, 2023 May;27(2):332-342.
    PMID: 35484781 DOI: 10.1111/eje.12809
    OBJECTIVE: Entrustable professional activities (EPAs) are tasks that a person who is qualified or is in the process to be credentialed are allowed to engage. There are several levels of entrustment based on degrees of supervision assigned to each EPA. This paper aims to describe the process and outcome of creating EPAs; validate EPAs relevant to undergraduate dental training.

    METHODS: A draft set of EPA statements was developed based on the consensus of an expert panel. These were then mapped to the nationally determined minimum experience thresholds (clinical and procedural experiences/competencies) and aligned to task-based instructional strategy. The EPAs were validated to improve the relevance by using a criterion-based rubric.

    RESULTS: An end-to-end process workflow led to the development of an EPA-based educational framework to bridge the gaps in the curriculum. The process identified a total of 41 EPAs and out of which, 10 EPAs were notated as core EPAs and will be subjected to structured workplace-based assessment complying to the national standards. The validation exercise rated core EPAs with an overall score matching close to the cut-off of 4.07 (Equal rubric).

    CONCLUSION: The end-to-end process workflow provided the opportunity to elaborate a structured process for the development of EPAs for undergraduate dental education. As validation is a continuous process, feedback from implementation will inform the next steps.

    Matched MeSH terms: Clinical Competence
  20. Alzubaidi Z, Al-Attar W
    PMID: 37042584
    Hepatitis C virus infection (HCV) considered one of the main reasons in Iraq to cause chronic liver disease, which may progress to life-threatening outcomes. Nurses' knowledge about the HCV will impact their practice of standard precaution when managing HCV patients. The present study aimed to assess the nurses' knowledge about HCV in Baghdad teaching hospitals. A cross-sectional descriptive study was performed via distribution of HCV info questionnaires to 150 nurses in three Baghdad teaching hospitals (Al-Kindi, Al-Elwyia pediatric and Sheikh Zayed hospitals). The questionnaire format consists of nurses' demographic data (age, gender, educational level, marital status, years of experience in hospital, workplace in hospital, attending training courses and information sources) and nurses' knowledge of hepatitis C virus (nature of the disease, transmission, prevention, and treatment). The mean score of the knowledge showed fair grade with 66.66±12.9%. As the highest correct percentage displayed in nature of the disease (73%) and treatment (72%). Whereas the lowest correct percentage presented in transmission (69%) and prevention (48.3%). The results exhibited significant difference between the nurses' knowledge about treatment with the information sources (P<0.05), about transmission and prevention with the hospital workplace (P<0.05), and about prevention with the educational level (P<0.005). Continuing educational programs are essential to increase awareness of HCV among the nurses.
    Matched MeSH terms: Clinical Competence
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