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This study aimed to explore the level of perceived clinical competence among undergraduate nursing students. This was a cross-sectional, comparative, study. Data were collected using the Clinical Competence Questionnaire. Study participants included fourth year and internship nursing students attending 1 of 39 public and private nursing programs in Saudi Arabia. A total of 244 nursing students completed the clinical competence questionnaire. Students reported the ability to perform some clinical skills in clinical settings under supervision. Intern students had higher clinical competence than fourth year students (t = 2.792, p<.01). Year of education (β = .148, p<.05) and gender (bβ= .190, p<.01) were statistically significant to the prediction of perceived clinical competence level. The internship year facilitates the translation of theory into practice, which eventually may improve students' clinical competence skills. Improving perceived clinical competencies might improve actual clinical competencies. Lastly, more qualitative research studies are needed to investigate the decreased perceived clinical competencies among male students compared female students. [ABSTRACT FROM AUTHOR]

Background: Proper pain assessment is fundamental to effective pain management. Training nursing staff is critical for improving pain assessment competence and patient clinical outcomes. However, there is a dearth of research examining interventions that can enhance nurses' knowledge and attitudes toward pain management, especially in Saudi Arabia. Thus, this study aimed to evaluate the effectiveness of a structured education program on nurses' knowledge and attitudes towards pain management. Methods: A quasi-experimental design was used. The study sample included 124 registered nurses working in intensive care or inpatient units in Saudi Arabia. Data were collected between March and September 2021 using a knowledge and attitudes survey regarding pain, satisfaction with and self-confidence in learning, and the learning self-efficacy scale for clinical skills. Results: Nurses showed moderate levels of knowledge and attitudes regarding pain before (M = 20.3, SD = 4.80) pain management education, which were significantly higher after the intervention (M = 22.2, SD = 5.09, t = 2.87, p <.01). Before the intervention, nurses with a baccalaureate degree had more knowledge and better attitudes regarding pain management than diploma nurses (t = 3.06, p <.01). However, there was no significant difference between the two groups after the intervention (p >.05), indicating that the education was effective in enhancing nurses' knowledge and attitudes, regardless of nursing education level. Nurses in this study had high mean scores for self-confidence in learning (M = 35.6, SD = 4.68, range = 18–40), self-learning efficacy (M = 52.9, SD = 7.70, range = 25–60), and satisfaction with learning (M = 22.2, SD = 3.24, range: 10–25). Conclusion: Regular pain education programs can improve nurses' knowledge and attitudes. Increasing the breadth and depth of educational courses, alongside appropriate training, competency-based assessment, and pain education programs, is also recommended. Future research should consider the subjectivity and individualized nature of nursing by including patient satisfaction surveys to measure the improvement in nurses' knowledge and attitudes from the patient perspective. [ABSTRACT FROM AUTHOR]