NURSING STUDENTS’ PERCEPTIONS OF CLINICAL NURSING TRAINING
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ABSTRACT
The purpose of this study is to analyze nursing students’ perspectives of clinical nursing training in chosen nursing programs in Enugu State. To guide the investigation, five specific objectives and two null hypotheses were developed. It was decided to use a descriptive cross-section design. The nursing programs and class level of the students were chosen using the purposeful sampling technique. For the study, a total of 442 nursing students were used. For data collection, a self-created questionnaire in 4 point modified Likert type scale with reliability of 0.970 was employed. The questionnaire was handed to students in the classroom, and 99.77% of them returned it. The questionnaire data was subjected to descriptive and t-test statistical testing at the 0.05 level of significance. In the table, the results were provided as frequencies, percentages, means, and standard deviations. The findings demonstrated that nursing students had positive impressions of clinical placement, clinical education, and clinical evaluation, but negative perceptions of clinical supervision. There were substantial variations in clinical training perceptions between university and hospital-based nursing students (P-value 0.05). There was no significant difference in male and female nursing students’ impressions of clinical training (P-value > 0.05), however female nursing students had a negative perception of clinical supervision. It is consequently recommended that sufficient clinical supervisors be employed and that equal attention be paid to both male and female students, university-based and hospital-based nursing students throughout clinical training, and so on. There were also suggestions for additional research.
CHAPTER ONE
INTRODUCTION
Background to the study
Nursing education entails the acquisition of a body of knowledge, which is delivered in part in a classroom setting and serves as the theoretical foundation of nursing knowledge, as well as an organized and supervised clinical training experience that takes place in the clinical setting where the nurse-patient relationship is experienced directly or indirectly (Sheriff & Masoumi, 2005). Clinical nursing training is the most important stage in reforming nursing education since it is crucial to preparing nurses for clinical settings and providing safe and excellent patient care. Clinical experiences of the highest quality and interest must be provided to students. Clinical nursing training provides a hands-on approach to preparing prospective nursing students to practice as nurses (Emerson, 2002). The clinical practicum is the heart and soul of nursing education, where nursing information is moulded into professional practice (Diekelmann, 2004). Thus, basic knowledge and skills; and the ability to apply knowledge into the actual practice of nursing is developed and inculcated into the student nurses during clinical training. Barnes, Sutphen, Leonard and Day (2009) also stated that clinical nursing education is a fundamental part of nursing education and forms more than half part of nursing curriculum.
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