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NURSING STUDENTS PERCEPTION OF CLINICAL NURSING TRAINING IN SELECTED NURSING PROGRAMNE IN AGBOR, DELTA STATE

Abstract

This study examined Nursing Students’ Perception of Clinical Nursing Training in Selected Nursing Programs in Agbor, Delta State. A cross-sectional survey research design was adopted to gather data on the perceptions of nursing students regarding their clinical training experiences. A structured questionnaire was developed and administered to a sample of 133 nursing students across selected nursing programs in Agbor, Delta State. The data collected were analyzed using SPSS27, and t-tests were employed to test the hypotheses established for the study. The findings of the study indicated that nursing students generally held positive perceptions of the clinical training they received, although certain challenges were identified. These included inadequate supervision, limited access to clinical equipment, and insufficient integration of clinical training with academic curricula. Despite these challenges, a significant relationship was found between students’ perceptions of their clinical experiences and their academic performance, with those reporting more favorable perceptions showing better academic outcomes. The study also found that negative perceptions of clinical training were linked to poorer academic performance, highlighting the importance of addressing these concerns to improve students’ experiences and outcomes. In conclusion, the study emphasized the need for improvements in clinical training, particularly in terms of supervision, resources, and curriculum integration. Addressing these issues is critical to enhancing the quality of clinical nursing education and improving the academic success of nursing students in Agbor, Delta State.

 

CHAPTER ONE

INTRODUCTION

Nursing is an essential component of the healthcare system, and the quality of nursing education directly influences the competence and performance of nurses in the field. Central to nursing education is clinical nursing training, which provides students with practical, hands-on experiences in healthcare settings, bridging the gap between theoretical learning and professional practice. Clinical training enables students to develop essential skills such as critical thinking, effective communication, ethical decision-making, and technical proficiency required for quality patient care. The development of these competencies plays a significant role in ensuring that nursing students are well-prepared for professional responsibilities (Leila & Majid, 2024).

Globally, clinical nursing training is recognized as a cornerstone of nursing education, ensuring that nursing students are adequately prepared to meet the dynamic needs of the healthcare environment. However, the effectiveness of this training is largely determined by factors such as the availability of resources, the quality of supervision, and the exposure to diverse clinical scenarios. Students’ perceptions of their clinical training experiences can significantly influence their motivation, confidence, and readiness for professional practice. Positive perceptions often correlate with better academic performance, professional development, and career satisfaction, while negative perceptions may lead to frustration, anxiety, and disengagement from the profession (Kaphagawani & Useh, 2021).

In Nigeria, nursing education has evolved to address the increasing demand for skilled healthcare professionals in a rapidly growing population. Nursing programs are designed to equip students with the knowledge and skills necessary to address the country’s diverse health challenges. However, disparities in the quality of clinical training across institutions have raised concerns about the preparedness of nursing graduates. Reports of overcrowded clinical settings, inadequate supervision, limited resources, and inconsistent standards have highlighted the need for a closer examination of students’ experiences during clinical training (Saarikoski, 2024).

Agbor, a prominent town in Delta State, is home to several nursing programs that aim to produce competent nurses to serve the healthcare needs of the state and beyond. Despite the vital role of these programs, anecdotal evidence suggests that nursing students in Agbor face numerous challenges in their clinical training, potentially impacting their learning outcomes and professional development. Understanding nursing students’ perceptions of clinical training in this context is crucial for identifying gaps, implementing improvements, and ensuring the production of competent and confident nursing professionals (Sharif, 2019).

Clinical training environments are critical for the integration of theoretical knowledge into practical application. Effective supervision during clinical training enhances learning and helps students gain confidence in their clinical decision-making. However, research has indicated that a lack of structured supervision and mentorship often hinders students’ ability to navigate the complexities of patient care (McCarthy & Murphy, 2022). This underscores the importance of providing supportive and organized learning environments to maximize the potential of clinical education.

Moreover, the role of simulation in clinical education has garnered significant attention in recent years. Simulation-based learning offers students a risk-free environment to practice their skills, refine their techniques, and build confidence before engaging with real patients. Simulation has been found to improve students’ critical thinking, technical skills, and overall preparedness for clinical responsibilities (Koukourikos et al., 2021). Incorporating simulation-based approaches into clinical training programs could address some of the challenges faced by nursing students, particularly in resource-constrained settings.

Despite the efforts to improve clinical education, nursing students continue to face challenges such as inadequate resources, high patient-to-student ratios, and limited exposure to diverse clinical scenarios. These challenges can hinder their ability to gain comprehensive clinical knowledge and skills. Addressing these barriers is essential to ensure that students receive the necessary training to meet the demands of modern healthcare systems (Meechan et al., 2022). Institutions must prioritize resource allocation, faculty development, and policy implementation to enhance the overall quality of nursing education.

Additionally, the cultural and institutional contexts in which clinical training takes place play a significant role in shaping students’ experiences. In some cases, rigid hierarchies and traditional teaching methods limit students’ opportunities for active participation and critical engagement during their training. Modernizing teaching approaches and fostering a culture of inclusivity and collaboration can create more conducive learning environments for nursing students (Mitchell & Feldman, 2023). Encouraging student-centered approaches may lead to more positive perceptions of clinical training and better learning outcomes.

In the context of Nigeria, the healthcare system faces unique challenges, including inadequate funding, workforce shortages, and infrastructural deficiencies. These systemic issues inevitably affect nursing education and clinical training. Addressing these challenges requires a collaborative effort between educational institutions, healthcare facilities, and policymakers to create sustainable solutions that improve the quality of clinical education (Warne & McAndrew, 2024). Enhancing the collaboration between these stakeholders is essential to align training programs with the realities of the healthcare system.

Furthermore, the psychological well-being of nursing students during clinical training cannot be overlooked. Clinical environments can be stressful and demanding, particularly for students who may feel unprepared or unsupported in high-pressure situations. Providing mental health support, mentorship, and opportunities for reflective practice can help students manage the emotional challenges associated with clinical training (Smedley & Penney, 2023). Promoting mental health awareness among nursing students can contribute to their overall success and well-being.

Efforts to standardize clinical training across institutions in Nigeria have been met with varying degrees of success. While some programs have made significant progress in aligning their curricula with international best practices, others continue to struggle with outdated methods and limited resources. Standardization of training programs, coupled with regular evaluations and feedback mechanisms, can help bridge the gaps in clinical education and ensure that all students receive a high-quality learning experience (Papp, 2022).

The integration of technology into nursing education also holds promise for addressing some of the challenges associated with clinical training. Online learning platforms, virtual simulations, and mobile applications can complement traditional clinical training by providing students with additional resources for self-directed learning. Technology-enabled learning can enhance accessibility, flexibility, and efficiency in nursing education, particularly in regions where access to clinical training sites is limited (Morton-Cooper & Palmer, 2023). Leveraging technology in clinical education can prepare students for the increasingly digital nature of healthcare.

1.2 Statement of the Problem

Nursing education plays a vital role in preparing competent professionals to meet the dynamic challenges of modern healthcare systems. Central to this education is clinical nursing training, which provides students with practical experiences essential for the integration of theoretical knowledge into clinical practice. However, despite its significance, existing research highlights persistent gaps in the quality and effectiveness of clinical nursing training across various contexts. Many studies emphasize the importance of adequate resources, structured supervision, and diverse clinical exposure, yet these factors remain inconsistently addressed in practice (Kaphagawani & Useh, 2021).

Globally, clinical training environments often fail to adequately equip students with the skills required for independent practice. Overcrowding in clinical settings, limited access to resources, and inconsistencies in mentorship have been identified as key barriers to effective clinical training (Meechan et al., 2022). While simulation-based learning has been shown to enhance technical skills and critical thinking, its adoption remains limited in resource-constrained settings, leaving significant gaps in practical training for nursing students (Koukourikos et al., 2021).

In Nigeria, these challenges are compounded by systemic issues such as inadequate funding, workforce shortages, and infrastructure deficits, which negatively impact the quality of nursing education. Previous studies have highlighted the lack of standardization in clinical training across institutions, with significant disparities in resource availability and supervision quality (Warne & McAndrew, 2024). Additionally, nursing students’ perceptions of their clinical training experiences—critical for assessing program effectiveness—are often underexplored, particularly in regional contexts like Agbor, Delta State, where anecdotal evidence suggests significant challenges in clinical education (Sharif, 2019).

Existing research has largely focused on general evaluations of clinical training programs, but few studies have investigated students’ perceptions in specific geographical or institutional contexts. The psychological impact of inadequate clinical training, including stress, frustration, and disengagement, has been acknowledged but remains insufficiently addressed in both research and practice (Smedley & Penney, 2023). Furthermore, the integration of emerging technologies, such as simulation and digital learning tools, into clinical training programs is still in its infancy in Nigeria, despite their proven potential to enhance learning outcomes (Morton-Cooper & Palmer, 2023).

This study aims to address these gaps by exploring the perceptions of nursing students regarding their clinical training experiences in Agbor, Delta State. By identifying specific challenges and unmet needs, the findings will contribute to the development of targeted strategies for improving the quality and effectiveness of clinical nursing training in resource-constrained settings.

1.3 Objectives of the Study

The objectives of this study are to:

1. Assess the perceptions of nursing students regarding the adequacy and effectiveness of clinical nursing training in selected nursing programs in Agbor, Delta State.
2. Identify the challenges faced by nursing students during their clinical training experiences.
3. Examine the relationship between nursing students’ perceptions of clinical training and their academic performance.

1.4 Research Questions

1. What are the perceptions of nursing students regarding the adequacy and effectiveness of clinical nursing training in selected nursing programs in Agbor, Delta State?
2. What challenges do nursing students face during their clinical training experiences in Agbor?
3. How do nursing students’ perceptions of clinical training influence their academic performance?

1.5 Research Hypotheses

1. There is no significant difference in the perceptions of clinical nursing training among nursing students from different programs in Agbor, Delta State.
2. There is no significant relationship between the challenges faced during clinical training and students’ perceptions of its effectiveness.
3. There is no significant relationship between nursing students’ perceptions of clinical training and their academic performance.

1.6 Significance of the Study

This study holds considerable significance as it addresses a critical dimension of nursing education, contributing to the overarching objective of enhancing healthcare outcomes. The investigation provides a platform for various stakeholders to understand and improve clinical training experiences, which are essential for developing a competent and effective nursing workforce.

For nursing students, the study offers a crucial avenue to articulate their experiences, perceptions, and challenges encountered during clinical training. By capturing their voices, this research aims to uncover specific areas that require improvement, fostering better learning outcomes and preparing students to transition smoothly into professional roles. Understanding their perspectives is instrumental in identifying gaps in current practices and addressing the barriers to effective clinical education.

For nursing educators, the findings of this study provide valuable insights into the effectiveness of teaching methods and supervision strategies employed during clinical training. By examining students’ perceptions, educators can evaluate their approaches, refine instructional techniques, and implement more supportive mentorship practices. This will not only enhance the quality of clinical education but also boost students’ confidence and competence in handling real-world healthcare scenarios.

For administrators of nursing programs, the study highlights the importance of strategic planning and resource allocation to optimize the clinical training experience. The insights generated from this research will guide the development of policies and initiatives aimed at addressing deficiencies in the training process, such as inadequate facilities, limited supervision, or insufficient access to diverse clinical scenarios. This will ensure the consistent delivery of high-quality nursing education across institutions.

For healthcare institutions, improving the quality of clinical nursing training directly translates to the production of well-prepared nursing graduates who can deliver superior patient care. Competent nurses not only enhance healthcare delivery but also contribute to building trust and credibility within the healthcare system, ultimately improving patient outcomes and satisfaction.

For policymakers, this study provides evidence-based recommendations for strengthening nursing education in Delta State and beyond. It offers a roadmap for addressing systemic challenges, including workforce shortages and infrastructure deficits, thereby supporting the development of a skilled nursing workforce capable of meeting the growing healthcare demands of the population.

Finally, for future researchers, this study lays a solid foundation for further exploration of clinical nursing training and its impact on student outcomes. By focusing on the unique context of nursing programs in Agbor, Delta State, it opens avenues for comparative studies across different regions, fostering a deeper understanding of effective training practices in diverse settings.

1.7 Scope of the Study

This study focuses on the perceptions of nursing students enrolled in selected nursing programs in Agbor, Delta State, regarding their clinical nursing training. The study examines students’ views on the adequacy and effectiveness of their training, the challenges they encounter, and the relationship between their perceptions and academic performance. It includes nursing students from both public and private institutions in Agbor, providing a comprehensive understanding of the clinical training landscape in the region. However, the study is limited to nursing programs in Agbor and does not extend to other aspects of nursing education, such as classroom-based learning or post-graduate training.

1.8 Operational Definition of Terms

1. Perception: The subjective understanding and evaluation of clinical nursing training experiences by nursing students.
2. Clinical Nursing Training: Practical, hands-on experiences provided to nursing students in healthcare settings to develop the skills and competencies required for professional nursing practice.
3. Nursing Program: An educational curriculum designed to prepare students for a career in nursing, typically including both theoretical and practical components.
4. Adequacy: The extent to which clinical training meets the educational and professional needs of nursing students.
5. Challenges: Obstacles or difficulties encountered by nursing students during clinical training, such as limited resources, inadequate supervision, or overcrowded clinical sites.
6. Academic Performance: The measurable outcomes of students’ educational achievements, such as grades or competency evaluations, which reflect their learning progress and success.
7. Nursing Students: Individuals enrolled in a nursing program with the goal of becoming licensed healthcare professionals.
8. Agbor, Delta State: A town in Delta State, Nigeria, serving as the geographical focus of this study, known for its healthcare and educational institutions.