Perceived Knowledge, Attitudes, and Self-Reported Practices of Clinical Fiqh Principles among Nursing Students: A Cross-Sectional Study.

Background: Clinical Fiqh plays an important role in guiding Muslim healthcare professionals in addressing religious and ethical considerations in patient care. In nursing practice, understanding Clinical Fiqh may support the provision of care that respects patients’ religious needs while maintaining professional standards. However, evidence regarding nursing students’ perceived knowledge, attitudes, and self-reported practices related to Clinical Fiqh remains limited. Methods: A cross-sectional study was conducted among 91 fourth-year nursing students at the Kulliyyah of Nursing, International Islamic University Malaysia. Data were collected using a researcher-developed, structured self-administered questionnaire assessing perceived knowledge, attitudes, and self-reported practices related to Clinical Fiqh principles. Descriptive statistics were used to summarise the study variables, while exact and chi-square tests, as appropriate, were used to examine associations between sociodemographic characteristics and the study outcomes. Results: Most respondents were classified as having good perceived knowledge (97.8%) and positive attitudes (97.8%) toward Clinical Fiqh principles, while 75.8% were classified as having good self-reported practice. No statistically significant associations were identified between the selected sociodemographic characteristics and perceived knowledge, attitudes, or self-reported practice (p > 0.05). Conclusion: Nursing students reported high perceived knowledge and positive attitudes toward Clinical Fiqh principles, while self-reported practice showed greater variation. As perceived knowledge and practice were assessed through self-report, these findings should not be interpreted as objective measures of factual knowledge or clinical competence. The findings provide baseline information that may inform further development and evaluation of Clinical Fiqh education, particularly opportunities for experiential learning and application during clinical training.