Figure 1
The flowchart of searching and selecting literature.
Table 1
Characteristics of the included studies (n=4) according to Newcastle-Ottawa Quality Assessment Scale.
| Study | Selection Quality | Comparability Quality | Outcome Quality | NOS scale |
|---|---|---|---|---|
| Getie A, et al 2021 [1] | high quality | moderate quality | high quality | high quality |
| Tesfaye, et al 2020 [3] | high quality | moderate quality | moderate quality | moderate quality |
| Hailu M, et al 2020 [17] | high quality | moderate quality | high quality | high quality |
| Telksew Y. 2022 [4] | high quality | moderate quality | moderate quality | moderate quality |
Table 2
Characteristics of included studies for factors associated with clinical practice competency among students in Ethiopia (n=4).
| Study | Sample size | Study design | Country |
|---|---|---|---|
| Getie A. et al 2021 [1] | 307 | Institution-based cross-sectional | Ethiopia |
| Tesfaye, et al 2020 [3] | 267 | Institution-based cross-sectional | Ethiopia |
| Hailu M, et al 2020 [17] | 318 | Institution-based cross-sectional | Ethiopia |
| Telksew Y. et al 2022 [4] | 403 | Institution-based cross-sectional | Ethiopia |
Table 3
Factors associated with clinical practice competency among students in Ethiopia.
| Study | Presence of a checklist | Clinical practice competency | |
|---|---|---|---|
| Yes | No | ||
| Getie A, et al | Yes | 67 | 60 |
| 2021 | No | 36 | 144 |
| Hailu M, et al | Yes | 43 | 117 |
| 2020 | No | 18 | 140 |
| Tesfaye, et al | Yes | 65 | 57 |
| 2020 | No | 40 | 103 |
| Study | Orientation of objective | ||
| Hailu M, et al | Yes | 49 | 110 |
| 2020 | No | 12 | 147 |
| Getie A, et al | Yes | 80 | 87 |
| 2021 | No | 23 | 117 |
| Tesfaye, et al | Yes | 82 | 98 |
| 2020 | No | 23 | 64 |
| Study | Staff encouragement to do practice | ||
| Hailu M, et al | Yes | 48 | 89 |
| 2020 | No | 13 | 168 |
| Telksew Y, et | Yes | 71 | 78 |
| al 2022 | No | 76 | 178 |
| Tesfaye, et al | Yes | 80 | 76 |
| 2020 | No | 25 | 84 |
| Study | Having preceptor in clinical practice | ||
| Hailu M, et al | Yes | 45 | 70 |
| 2020 | No | 16 | 87 |
| Telksew Y, et | Yes | 56 | 65 |
| al 2022 | No | 81 | 189 |
| Study | Confidence during performing procedure | ||
| Hailu M, et al | Yes | 52 | 165 |
| 2020 | No | 9 | 92 |
| Telksew Y, et | Yes | 62 | 77 |
| al 2022 | No | 85 | 179 |
Figure 2
Forest plot for the association between the presence of checklist and clinical practice competency among students in Ethiopia.
Figure 3
Funnel plot for the presence of checklist and clinical practice competency among students in Ethiopia, 2023.
Figure 4
Forest plot for the association between the orientation of objective and clinical practice competency among students in Ethiopia.
Figure 5
Funnel plot for orientation of objective and clinical practice competency among students in Ethiopia, 2023.
Figure 6
Forest plot for the association between staff encouragement to do practice and clinical practice competency among students in Ethiopia.
Figure 7
Funnel plot for staff encourage to do practice and clinical practice competency among students in Ethiopia, 2023.
Figure 8
Forest plot for the association between having preceptor in clinical practice and clinical practice competency among students in Ethiopia.
Figure 9
Funnel plot for preceptor and clinical practice competency among students in Ethiopia, 2023.
Figure 10
Forest plot for the association between confidence during performing procedure and clinical practice competency among students in Ethiopia.
Figure 11
Funnel plot for confidence and clinical practice competency among students in Ethiopia, 2023.