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: Project Material  |  Size: 138 pages  |  Chapters: 1-5
Format: MS Word   Delivery: Within 30Mins.
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