JMIR Publications

Background:

Work readiness is essential for the successful transition of allied healthcare graduates into clinical practice. This study assessed the perceived work readiness of final-year allied healthcare students at a university, Ajman, UAE, exploring influencing factors and the relationship between readiness and academic performance to support curriculum development and workforce transition.

Objective:

1. To assess the perceived level of work readiness among final year allied healthcare undergraduate students. 2. To identify factors influencing the perception of work readiness among final year allied healthcare undergraduate students. 3. To examine the correlation between perceived work readiness and academic performance among final year allied healthcare undergraduate students.

Methods:

A quantitative descriptive cross-sectional design was employed among 141 final-year students from five programs: Nursing, Physiotherapy, Medical Laboratory Sciences, Medical Imaging Sciences, and Anesthesia Technology. Total population sampling was used. Data were collected using the validated Work Readiness Scale – Allied Health (WRS-AH), consisting of four domains: interpersonal capabilities, practical wisdom, personal attributes, and organizational acumen. Data analysis was conducted using SPSS Statistics version 28.0, applying both descriptive and inferential statistical methods, with a significance level set at p < 0.05.

Results:

The overall mean work readiness score was 3.59 ± 0.78, indicating moderate perceived readiness. Among the four domains, Organizational Acumen had the highest proportion of students reporting high readiness (73.0%), followed by Practical Wisdom (68.8%), whereas Personal Attributes had the lowest (28.4%). No significant differences were found by gender, employment status, semester, or program. A non-significant trend was observed between Cumulative Grade Point Average (CGPA) and readiness (P = 0.314). Strong positive correlations were noted between work readiness and practical wisdom (R = 0.935, P < 0.001), and interpersonal capabilities (R = 0.845, P < 0.001).

Conclusions:

Final-year allied health students perceived themselves as moderately ready for practice, with stronger soft skills defined as interpersonal communication, teamwork, and emotional resilience than personal resilience. These findings emphasize the need for enhanced interpersonal and professional development training, particularly focused on strengthening personal attributes such as resilience, adaptability, and stress management—to better prepare students for the workforce. For graduates already entering practice, readiness can be further strengthened through structured transition-to-practice programs, workplace mentorship, continuing professional development, and resilience-building workshops supported by healthcare institutions. Such strategies ensure sustained growth from student to early-career professional.

ClinicalTrial: