NURSING STUDENTS’ PERCEPTIONS OF CLINICAL NURSING TRAINING IN SELECTED NURSING PROGRAMMES IN ENUGU STATE

TABLE OF CONTENTS

Title

Approval

Certification

Dedication

Acknowledgement

Table of Contents

List of Tables

List of Figures

Abstract

CHAPTER ONE: INTRODUCTION

Background to the Study

Statement of the Problem

Purpose of the Study

Objectives of the Study

Research Questions

Hypotheses

Significance of the Study

Scope of the Study

Operational Definition of Terms

CHAPTER TWO: LITERATURE REVIEW

Literature Review

Concept of Nursing Education

Clinical Nursing Training

Clinical Placement

Clinical Learning Environment

Clinical Teaching

Clinical Supervision

Clinical Evaluation

Concept of Perception

Theoretical Review

Empirical Studies

Summary of Literature Review

CHAPTER THREE: RESEARCH METHODS

Research Design

Area of Study

Population of Study

Sample

Inclusion Criteria

Sampling Procedure

Instrument for Data Collection

Validity of the Instrument

Reliability of the Instrument

Ethical Consideration

Procedure for Data Collection

Method of Data Analysis

CHAPTER FOUR: PRESENTATION OF RESULTS

Demographic Characteristics of Respondents

Objectives

Test of Significance

Summary of Findings

CHAPTER FIVE: DISCUSSION OF FINDINGS

Discussion of Major Findings

Implications of the Study

Limitations of the Study

Summary of the Study

Conclusion

Recommendations

Suggestions for Further Studies

REFERENCES

APPENDICES

ABSTRACT

This study is aimed at assessing the nursing students’ perceptions of clinical nursing training in selected nursing programmes in Enugu State. Five specific objectives and two null hypotheses were formulated to guide the study. Descriptive cross-section design was adopted. Purposive sampling technique was used to select the nursing programmes and the class level of the students. A total population of 442 nursing students was used for the study. A self-developed questionnaire in 4 point modified Likert type scale with reliability of 0.970 was used for data collection. The questionnaire was distributed to the students in the classroom setting with 99.77% return rate. Information derived from the questionnaire were subjected to descriptive and t-test statistics testing at 0.05 level of significance. Results were presented in Table as frequencies, percentages, means and standard deviations. Findings revealed that nursing students had positive perceptions in clinical placement, clinical teaching and clinical evaluation but revealed that the students showed negative perception in clinical supervision. There were significant differences in perception of clinical training between the university-based and hospital-based nursing students (P-value < 0.05). There was no significant difference in the perceptions of clinical training between the male and female nursing students (P-value > 0.05), but female nursing students showed negative perception in clinical supervision. It is therefore recommended that; enough clinical supervisors should be employed and equal attention should be given to both male and female students, the university-based and hospital-based nursing students during clinical training etc. Suggestions for further studies were also made.

CHAPTER ONE

INTRODUCTION

Background to the study

Nursing education consists of acquisition of a body of knowledge that is partly delivered in a classroom setting which forms the theoretical basis of nursing knowledge, and 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 critical step in transforming nursing education, because that is really at the heart of getting the nurse ready for clinical setting; and for providing safe and excellent patients care. Students must be offered clinical experiences that are of highest quality and of interest.

Clinical nursing training provides a practical approach for training prospective nursing students to acquire practical skills for practice as nurses (Emerson, 2002). The heart and soul of nursing education is the clinical practicum where nursing knowledge is shaped 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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Item Type: Postgraduate Material  |  Attribute: 138 pages  |  Chapters: 1-5

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