Nursing Students’ Perception and Compliance with Clinical Nursing Placement at a Selected University Teaching Hospital in Nigeria Nursing Student Clinical Placement
Main Article Content
Abstract
Aim: To investigate nursing students’ perceptions of their clinical training at a selected university teaching hospital in Nigeria. Method: This was a descriptive cross-sectional design. A simple random sampling technique was used to select 198 nursing students at Babcock University in Ilishan-Remo, Ogun State, Nigeria. An interviewer-administered questionnaire was used to collect data from the respondents. The collected data were analyzed using the Statistical Package for the Social Sciences (SPSS Version 25) and presented in tables and charts. Results: This study reveals that 73.23% of the respondents had high knowledge of clinical nursing training, and 78.8% of the respondents had a good perception of clinical nursing training. Furthermore, respondents often complied with clinical posting (mean = 3.35, STD = 0.768), and the study shows that factors relating to clinical supervision and the support accessible during clinical placement influence nursing students’ compliance with clinical nursing practice (mean = 4.06, STD = 1.031). Conclusion: The findings from the study conclude that the perception of nursing students towards clinical nursing training was positive, though some factors affected compliance with clinical nursing practice. Hence, the study recommends the implementation of preclinical orientation, explicit dissemination, and clarification of clinical learning objectives to enhance compliance rates among students during their clinical placements.
Metrics
Article Details
This work is licensed under a Creative Commons Attribution 4.0 International License.
References
Abdullahi, K. O., Ghiyasvandian, S., and Hasanpour, M. (2022). Theory-practice gap: The knowledge and perception of Nigerian nurses. Iranian Journal of Nursing and Midwifery Research, 27(1), 30–34. https://doi.org/10.4103/ijnmr.IJNMR_294_19
Adejumo, A. O., Akingbade, O., Adesuyi, E. O., Bright, C. A., Kolawole, I. O., Ololade, R. O., Okedare, O. O., Fadodun, O., Adejumo, C. B., Agboola, V. O., Jegede, C. D., Faleti, D. D., Jolayemi, K. I., and Adejumo, P. O. (2023). Mentorship needs and experiences of young Nigeria nurses: A mixed-methods study. Teaching and Learning in Nursing. https://doi.org/10.1016/j.teln.2023.03.019 DOI: https://doi.org/10.1016/j.teln.2023.03.019
Ademola, T. D (2017). Theory-practice gap: The experiences of Nigerian nursing students. Africa Journal of Nursing and Midwifery, 20(1), 1-13 DOI: https://doi.org/10.25159/2520-5293/3694
Adesuyi E.O., Akingbade O., Tola Y.O., Otun O., Faleti D.M., Fawole I.O., Faleti D.D., Dairo E.A., Shado O., Adefehinti P., Adewa T.O., (2023). Satisfaction and Perceived Impact of Virtual Learning During COVID-19 Lockdown: A Case Study of an Online Nursing Research Conference. Nursing Open. DOI: 10.1002/nop2.1857 DOI: https://doi.org/10.1002/nop2.1857
Ajzen, I. (1977). Intuitive theories of events and the effects of base-rate information on prediction. Journal of Personality and Social Psychology, 35(5), 303 DOI: https://doi.org/10.1037//0022-3514.35.5.303
Alshammari, F., Cruz, J. P., Alquwez, N., Almazan, J., Alsolami, F., Tork, H., ... & Felemban, E. M. (2018). Compliance with standard precautions during clinical training of nursing students in Saudi Arabia: A multi-university study. The Journal of Infection in Developing Countries, 12(11), 937-945 DOI: https://doi.org/10.3855/jidc.10821
Amoo, S. A., Aderoju, Y. B. G., Sarfo-Walters, R., Doe, P. F., Okantey, C., Boso, C. M., Abraham, S. A., Druye, A. A., & Ebu Enyan, N. I. (2022). Nursing students’ perception of clinical teaching and learning in Ghana: A descriptive qualitative study. Nursing Research and Practice, 2022, 7222196. https://doi.org/10.1155/2022/7222196 DOI: https://doi.org/10.1155/2022/7222196
Angelin, E. A., Emily, S. D., Amala, R., & Grace, R. (2018). Undergraduate nursing students’ perception on clinical learning environment. International Journal of Nursing Education and Research, 6(2), 173-178 DOI: https://doi.org/10.5958/2454-2660.2018.00041.8
Balagot, J. (2012). The elements of teaching and learning process. Retrieved: www.slideshare.net/jamettebalagot/theelements+of-teaching- and-learning process
Bazrafkan, L., Shiraz U, Kalyani, M. N., & Shiraz. (2018). Nursing students’ experiences of clinical education: A qualitative study. Investigacion y Educacion En Enfermeria, 36(3), e04–e04. https://doi.org/10.17533/udea.iee.v36n3a04
Benner, P. (1984). From novice to expert. Menlo Park, 465-468 DOI: https://doi.org/10.1097/00000446-198412000-00027
Benner, P. (2019). Skill acquisition and clinical judgment in nursing practice: towards expertise and practical wisdom. Practice Wisdom 13(5) 225-240 DOI: https://doi.org/10.1163/9789004410497_019
Benner, P., (2019). From beginner to expert: gaining a differentiated clinical world in critical care nursing. ANS. Advances in nursing science, 14(3), 13-28 DOI: https://doi.org/10.1097/00012272-199203000-00005
Bennett, C. 2003 How to be a good mentor. Nursing Standard; 17: 36, 1-14 DOI: https://doi.org/10.7748/ns.17.17.45.s57
Bergland, A., (2019). Norwegian reference values for the short physical performance battery (SPPB): the Tromsø study. BMC geriatrics, 19(1), 1-10 DOI: https://doi.org/10.1186/s12877-019-1234-8
Bisholt, B. 2015. Nurse teacher models in clinical education from the perspective of student nurses—A mixed method study. Nurse education today, 35(12), 1289-1294 DOI: https://doi.org/10.1016/j.nedt.2015.03.008
Bray, I. A., Flynn, W. A., & Sanders, L. M. (2018). Undergraduate nursing students’ stress sources and coping behaviours during their initial period of clinical training: A Jordanian perspective. Nurse education in practice, 12(4), 204-209 DOI: https://doi.org/10.1016/j.nepr.2012.01.005
Bray, L., & Nettleton, P. (2007). Assessor or mentor? Role confusion in professional education. Nurse education today, 27(8), 848-855 DOI: https://doi.org/10.1016/j.nedt.2006.11.006
Burgess, A., van Diggele, C., Roberts, C., & Mellis, C. (2020). Key tips for teaching in the clinical setting. BMC Medical Education, 20(2), 1-7 DOI: https://doi.org/10.1186/s12909-020-02283-2
Burns, I., & Paterson, I. M. (2005). Clinical practice and placement support: supporting learning in practice. Nurse Education in Practice, 5(1), 3-9 DOI: https://doi.org/10.1016/j.nepr.2004.02.001
Chan, H. D., (2015). Stress and coping among nursing students during clinical training: An integrative review. Journal of Nursing Education, 58(5), 266-272 DOI: https://doi.org/10.3928/01484834-20190422-04
Chiller, P., & Crisp, B. R. (2012). Professional supervision: A workforce retention strategy for social work?. Australian Social Work, 65(2), 232-242 DOI: https://doi.org/10.1080/0312407X.2011.625036
D Milne & R Reiser (2017). A manual for evidence-based CBT supervision. Chichester: Wiley Blackwell DOI: https://doi.org/10.1002/9781119030799
D Milne (2007). An empirical definition of clinical supervision. British Journal of Clinical Psychology, 46, 437–447 DOI: https://doi.org/10.1348/014466507X197415
Donaldson, J. H., & Carter, D. (2005). The value of role modelling: perceptions of undergraduate and diploma nursing (adult) students. Nurse education in practice, 5(6), 353-359 DOI: https://doi.org/10.1016/j.nepr.2005.05.006
Dorthe, B., & Regner, E. (2015). A review of family caregiving intervention trials in oncology. CA: a cancer journal for clinicians, 67(4), 318-325 DOI: https://doi.org/10.3322/caac.21396
Dunn, J. E., & Hansford, J. (2017). Nursing students’ perceptions on characteristics of an effective clinical instructor. SAGE Open Nursing, 3, 2377960816685571 DOI: https://doi.org/10.1177/2377960816685571
Dunn, S. V., & Hansford, B. (1997). Undergraduate nursing students’ perceptions of their
clinical learning environment. Journal of Advanced Nursing, 25(6), 1299–1306. https://doi.org/10.1046/j.1365-2648.1997.19970251299.x DOI: https://doi.org/10.1046/j.1365-2648.1997.19970251299.x
Ekstedt, M., Lindblad, M., & Löfmark, A. (2019). Nursing students’ perception of the clinical learning environment and supervision in relation to two different supervision models–a comparative cross-sectional study. BMC nursing, 18(1), 1-12 DOI: https://doi.org/10.1186/s12912-019-0375-6
Eller, L. S., Lev, E. L & Feurer, A. (2014). Key components of an effective mentoring relationship: a qualitative study. Nursing Education, 34 (5), 815 – 820 DOI: https://doi.org/10.1016/j.nedt.2013.07.020
Fakude, M. A. (2018). A road less travelled: Undergraduate midwifery students' experiences of a decentralised clinical training platform. Health SA Gesondheid (Online), 25, 1-7
Fowler, J. (1996). The organization of clinical supervision within the nursing profession: a review of the literature. Journal of Advanced Nursing, 23(3), 471 478 DOI: https://doi.org/10.1111/j.1365-2648.1996.tb00008.x
Fuller, S. S. (2000). Enabling, empowering, inspiring: research and mentorship through the years. Bulletin of the Medical Library Association, 88(1), 1
Gray M., & Smith, L.N. (2000). The qualities of an effective mentor from the student-nurse’s perspective: findings from a longitudinal study. Journal of Advanced Nursing, 32, 1542-9 DOI: https://doi.org/10.1046/j.1365-2648.2000.01606.x
Gregersen, A. G., Hansen, M. T., Brynhildsen, S. E. A., Grøndahl, V. A., & Leonardsen, A. C. (2021). Students’ perspectives on learning practical nursing skills: A focus group study in Norway. Nursing Research and Practice, 2021, 8870394. https://doi.org/10.1155/2021/8870394 DOI: https://doi.org/10.1155/2021/8870394
Guy, M. E., Newman, M. A., & Mastracci, S. H. (2008). Emotional labour: Putting the service in public service. New York: ME Sharpe
Haggard, D.L. (2012). Turban DB. The mentoring relationship as a context for psychological contract development. Journal of Applied Social Psychology, 42, 1904–1931 DOI: https://doi.org/10.1111/j.1559-1816.2012.00924.x
Haraldseid, C., (2015). Nursing students' perceptions of factors influencing their learning environment in a clinical skills laboratory: A qualitative study. Nurse Education Today, 35(9), e1-e6 DOI: https://doi.org/10.1016/j.nedt.2015.03.015
Hawkins, P. and Smith N. (2006, second edition 2013) “Coaching, Mentoring and Organizational Consultancy: Supervision and Development.” Maidenhead: Open University Press/McGraw Hill
Henderson, P. (Ed.), 2019. Supervisor Training: issues and approaches; Waskett; Learning to supervise using a solution focused approach. Karnac. https://www.lawinsider.com/dictionary/clinical-experience
Henderson, S., (2016). Strategies used by nurses, academics and students to overcome intercultural communication challenges. Nurse Education in Practice, 16(1), 71-78 DOI: https://doi.org/10.1016/j.nepr.2015.08.010
Huybrecht, S., Loeckx, W., Quaeyhaegens, Y., De Tobel, D., & Mistiaen, W. (2011). Mentoring in nursing education: Perceived characteristics of mentors and the consequences of mentorship. Nurse education today, 31(3), 274-278 DOI: https://doi.org/10.1016/j.nedt.2010.10.022
Irwell Design: http://www.irwelldesign.co.uk. "Solution focused supervision article". Northwest Solutions. Archived from the original on 2008-08-30. Retrieved 2012-02-10
Kaph-agawani, B., (2018). Nursing students’ perception of group supervision during clinical training. Journal of Clinical Nursing, 14(7), 822-829 DOI: https://doi.org/10.1111/j.1365-2702.2005.01245.x
Kaphagawani, F. P., & Useh, H. F. (2021). Experiences of undergraduate nursing students during clinical practice at health facilities in Western Cape, South Africa. curationis, 44(1), 1-10 DOI: https://doi.org/10.4102/curationis.v44i1.2127
Kaphagawaniand, F. P., & Useh, H. F. (2019). Use of simulation-based learning among perioperative nurses and students: A scoping review. Nurse education today, 73, 31-37 DOI: https://doi.org/10.1016/j.nedt.2018.09.013
Karen, M. (2013). Clinical Nursing Education: current reflection. Portland. Retrieved from: www.thefreelibrary.com/clinical+Nursing+Eduction% 3a+ current+ Relection-0234930406. On June 17th, 2013
Karimollahi, M., (2017). Nurses' Interaction with Nursing Managers and its Affecting Factors. Journal of Health and Care, 22(1), 7-16 DOI: https://doi.org/10.29252/jhc.22.1.7
Koukourikos K, Tsaloglidou A, Kourkouta L, Papathanasiou IV, Iliadis C, Fratzana A, Panagiotou A. (2021). Simulation in Clinical Nursing Education. Acta Inform Med. Mar;29(1):15-20. doi: 10.5455/aim.2021.29.15-20. PMID: 34012208; PMCID: PMC8116070. DOI: https://doi.org/10.5455/aim.2021.29.15-20
Koushalie, T. (2018). Sexual counselling of cardiac patients: nurses' perception of practice, responsibility and confidence. European Journal of Cardiovascular Nursing, 9(1), 24-29 DOI: https://doi.org/10.1016/j.ejcnurse.2009.11.003
Kyung, J. Y., & Hyunjin, K. J. (2019). Factors influencing for intention to perform cardiopulmonary resuscitation in nursing students. Journal of muscle and joint health, 26(2), 131-140
Leila B., & Majid N.K, (2018) Nursing Students' Experiences of Clinical Education: A Qualitative Study, Invest. educ. enferm vol.36 no.3 Medellín Sep./Dec. 2018 https://doi.org/10.17533/udea.iee.v36n3a04 DOI: https://doi.org/10.17533/udea.iee.v36n3a04
McCarthy., B. & Murphy, S. (2010). Preceptors’ experiences of clinically educating and assessing undergraduate nursing students: an Irish context. J Nurs Management, 18(2), 234–44 DOI: https://doi.org/10.1111/j.1365-2834.2010.01050.x
Meechan, R., Jones, H., & Valler-Jones, T. (2018). Students’ perspectives on their skills acquisition and confidence. British Journal of Nursing, 20(7), 445-450 DOI: https://doi.org/10.12968/bjon.2011.20.7.445
Mills, J. E., Francis, K. L. & Bonner, A. (2005). Mentoring, clinical supervision and preceptoring: clarifying the conceptual definitions for Australian rural nurses. A review of the literature. Rural Remote Health, 5(3), 410 DOI: https://doi.org/10.22605/RRH410
Mitchell, D. & Feldman, M. D. (2013). A study examining qualities of good and bad mentoring relationships. Issue of Medicine, 2 (8), 23 -24
Morton-Cooper, A. & Palmer, A. (1993). Mentoring and Preceptorship: A Guide to support roles in clinical practice. Blackwell Science, London. Accessed at http://www.amazon.com/Mentoring-Preceptorship-Alison-Morton-Cooper/dp/063203596X Access date, 14/5/2016
Papp, J. P. (2018). Interactive associations of vascular risk and β-amyloid burden with cognitive decline in clinically normal elderly individuals: findings from the Harvard Aging Brain Study. JAMA neurology, 75(9), 1124-1131 Psychology and cognitive science, Wikipedia DOI: https://doi.org/10.1001/jamaneurol.2018.1123
Saarikoski, M. (2016). Clinical education and training of student nurses in four moderately new European Union countries: Assessment of students' satisfaction with the learning environment. Nurse Education in Practice, 17, 139-144 DOI: https://doi.org/10.1016/j.nepr.2015.12.005
Sharif, F. (2019). How do nursing students experience the clinical learning environment and respond to their experiences? A qualitative study. BMJ open, 9(7), e028052 DOI: https://doi.org/10.1136/bmjopen-2018-028052
Smedley, A., & Penney, J. (2018). Using reflection to enhance the teaching and learning of midwifery students. British Journal of Midwifery, 22(2), 129-133 DOI: https://doi.org/10.12968/bjom.2014.22.2.129
Sumari-Ayo, S. N. (2016). Nursing Students’ Perceptions of Clinical Nursing Training in Selected Nursing Programmes in Enugu State (Doctoral dissertation)
Ugwu, S. N. (2016). Nursing Students’ Perceptions of Clinical Nursing Training in Selected Nursing Programmes in Enugu State (Doctoral dissertation)
Van Ooijen, E. (2000). Clinical supervision: a practical guide. Churchill Livingstone, Edinburgh
Vijayananthan, S., Premkumar, J., Jesudoss, I., & Rajan, A. (2016). Nursing students’ perception of clinical experience. International journal of nursing education, 8(1), 11-16 DOI: https://doi.org/10.5958/0974-9357.2016.00003.9
Warne, A. T., 2018. Nursing students’ experiences of nurse teacher mentoring and beneficial digital technologies in a clinical practice setting. Nurse education in practice, 40, 102631 DOI: https://doi.org/10.1016/j.nepr.2019.102631
Warne, B., & McAndrew, D. 2018. Undergraduate nursing students' experience related to their clinical learning environment and factors affecting to their clinical learning process. Nurse education in practice, 29, 127-132 DOI: https://doi.org/10.1016/j.nepr.2017.12.005
Waskett, C. 2016. Clinical Supervision using the 4S model 1: considering the structure and setting it up' Nursing Times 106: 16, pp. 12–14
White, E. Winstanley J, 2015. Does clinical supervision lead to better patient outcomes in mental health nursing? Nursing Times; 106: 16, pp. 16–18
Williams, J., & West. R. 2018. Consideration of using virtual reality for teaching neonatal resuscitation to midwifery students. Nurse education in practice, 31, 126-129 DOI: https://doi.org/10.1016/j.nepr.2018.05.016
Wuthiphong, S. L., Somsri, H & Suthineum. A.O., 2019. Reducing frailty and falls in older persons: an investigation of Tai Chi and computerized balance training. Journal of the American Geriatrics Society, 44(5), 489-497 DOI: https://doi.org/10.1111/j.1532-5415.1996.tb01432.x
Yoder, L. 1990. Contemporary Leadership: Mentors and Stewards. Nursing Administration, 15 (1), 9 – 19 DOI: https://doi.org/10.1097/00006216-199001510-00005