Background: 'Competency' is an important word in health care settings. From a novice nurse to a proficient registered nurse whoever is assessing a newly admitted patient or feeding a patient in a unit or a student nurse in a nursing education program continuous clinical competence is essential for everyone. The definition of clinical competence clearly refers to individual competence. It is thought to involve many aspects of the nurses' professional attributes, including the individual's personality trait, level of education, experience in practice and health care management skill. ICU nurses are expected to have superior professional knowledge and skills, be familiar with modern technical equipment and dedicated to the patient. Requirements for working in ICUs differ from one country to another. Nurses previously registered just once, after graduation, but are now required to demonstrate continuing competence if they are to maintain their registration. At the same time, communities expect safe and competent health care as a right. To fulfil their expectation, nurses need to be professionally and clinically competent. Materials and Methods:The present research study was conducted on 218 registered nurses selected by simple random sampling. The purpose of the study was explained to the nurses and written consent was taken from them and also assurance was given to maintain the confidentiality. The baseline data was collected from the samples using the structured interview schedule. Level of nurses clinical competencies was assessed by using the observational checklist and the factors influencing the clinical competencies of the ICU nurses was assessed by the Nurses competence scale (Rating Scale). Results: As per the score of observation checklist and three longitudinal observations to assess the level of clinical competencies of ICU nurses, the maximum score of clinical competencies of ICU nurses are within the range of very good (38-48) with majority of nurses (84.86% in 1 st observation, 74.31% in second observation and 68.34% in third observation respectively %) with an average mean± SD of 44.87± 3.04, 44.36± 2.86 & 45.16± 2.876 respectively. There is no significant difference among the average of three observations made while assessing the level of clinical competencies of ICU nurses. The factors especially teaching -coaching (37.66±10.06; Range: 10-68), diagnostic functions (16.6 ± 4.56; Range 3-37) and work role (45.4±12.48; Range: 0-58) has maximum score suggesting that these three factors had influence on the clinical competencies of ICU nurses. The factors especially teaching-coaching, diagnostic functions and work role are significantly influencing the level of the clinical competencies of ICU nurses. There is significant association between the levels of clinical competencies of ICU nurses such as knowledge, experiences, environment, independence and work satisfaction with only four selected demographic variable i.e. age, usual length of shift duty the nurses work, average patient assignment and years o...

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Simulation based nursing education is a good approach implemented in nursing education to provide students with varied opportunities to practice their clinical skills before they are expose to the real patient. Simulation in nursing education is used to teach learners concepts relating to the care of patients who are either sick or infirm. Through the replication of real-world nursing scenarios and experiences, learners can practice the skills necessary to succeed in the field, without ever putting a real life patient at risk. The investigators adopted a quantitative research design to provide a deep and broad understanding on simulation based nursing education through two days virtual training session. A total of 203 nurses were selected using convenient sampling technique. Post test was conducted at the end of the training session and feedback about the training session was taken from each participants. Data were collected using self-administered structured questionnaire through Google form. Data was analysed using descriptive research design. This study was carried out to assess the knowledge of Nurses towards simulation based learning in nursing education. Majority of the sample had score good knowledge regarding simulation in nursing education and excellent feedback on training was received from the participants. Simulation based education in nursing education is very helpful as it bridge the gap between theory and practical through innovative teaching learning process. It creates interest to the teacher as well as the learner. Students get to practice their procedure in those standardized patient before they actually practice with the patients.