Introduction. To produce competent, confident, critical thinker with the ability to lead, to question, and to be questioned is needed in\nnursing education.This study aimed to assess perceived clinical competence among nursing students. Methods.This cross-sectional\nstudy was conducted in two nursing schools in Ethiopia.Datawere collected using pretested, semistructured questionnaire. Clinical\ncompetence was measured by Short Nursing Competence Questionnaires. Binary logistic regression model was fitted to identify\nassociated factors. An adjusted odds ratio with 95% confidence interval was computed. Results. Overall, 48.7 % of the participants\nperceived themselves as clinically competent. Social support [moderate (AOR = 5.87, CI: 1.346, 9.586), high (AOR = 6.27, CI:\n1.741, 7.608)], type of institution [(AOR = 3.20, CI: 1.331, 7.694)], year of study [(AOR = 1.89 (4.760, 18.510)], attending theoretical\nclasses [(AOR = 0.83 CI: 0.017, 0.412)], and clinical environment [poor (AOR = 5.65, CI: 1.837, 13.453), fair (AOR = 7.31, CI: 2.790,\n15.356), good (AOR = 9.31, CI: 3.260, 19.967)] were associated with clinical competence. Conclusion. More than half of the study\nparticipants perceived themselves as incompetent. Social support, type of institution, year of study, attending theory classes, and\nclinical environment were associated with perceived clinical competence. Authors suggested that nursing students attend their\ntheoretical class and utilize the available resource.
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