TABLE OF CONTENTS
Title Page
Approval page
Certification
Dedication
Acknowledgement
Table of Contents
List of Tables
List of Figure
Abstract
CHAPTER ONE: INTRODUCTION
Background to the Study
Statement of Problem
Purpose of the study
Objectives of the Study
Research Questions
Statement of Hypothesis
Significance of the Study
Scope of Study
Operational Definition of Terms
CHAPTER TWO: LITERATURE REVIEW
Conceptual Review
Concept of Clinical Education
Concept of Clinical Learning Environment (C.L.E)
Concept of Clinical Experiences
Concept of Perception
History of Nursing Education
Theoretical Framework
Social Climate Theory
Conceptual Framework of C.L.E.I
Application of the Theory to the Study
Empirical Review
Summary of Literature Review
CHAPTER THREE: RESEARCH METHODS
Research Design
Area of Study
Population of the Study
Sampling Procedure
Instrument for Data Collection
Validity of Instrument
Reliability of Instrument
Ethical Consideration
Procedure for Data Collection
Method of Data Analysis
CHAPTER FOUR: PRESENTATION OF RESULTS
Demographic Characteristics of Respondents
Test of Hypotheses
Summary of Results
CHAPTER FIVE: DISCUSSION OF RESULTS
Student Nurses View of their Actual Hospital Clinical Learning Environment
Student Nurses Perception of Preferred Hospital Clinical Learning Environment
Student Nurses View of their Actual and Preferred Hospital Clinical Learning Environment
Relationship between the Actual and Preferred Hospital Clinical Learning Environment
Factors that Influence Student Nurses’ Opinion of their Actual and Preferred Hospital Clinical Learning Environment
Clinical Implications for Practice and Education
Suggestion for Further Research
Limitations to the Study
Summary
Conclusion
Recommendations
Reference
Appendices
ABSTRACT
This study investigated the actual and preferred hospital
clinical learning environment (CLE) of student nurses in Enugu state. This
research specifically assessed the student nurses view of their actual and
preferred hospital CLE, determine if differences exist in student nurses view
of their actual and preferred hospital CLE, establish the association between
the actual and preferred hospital CLE and students’ age, gender, location and
year of study and identify factors that influence student nurses opinion of their
hospital CLE. A cross sectional descriptive survey design was adopted for the
study which permits the observation, description and documentations of aspects
of a situation as it naturally occurred. The sample size of 454 nursing
students was purposively chosen for the study. Data were collected using two
validated instrument thus; researcher developed questionnaire and adapted 42
item standardized clinical learning environment inventory (CLEI) (Actual and
Preferred) questionnaires. Data analysis was done using frequency counts,
simple percentages, means and standard deviation for research objectives, while
t-test with cut off point of 2.50 MANOVA and ANOVA were employed in testing the
eight null hypotheses at .05 level of significance. The findings revealed that
there is significant difference in the student nurses view of their actual and
preferred hospital CLE (p<0.05) in all the subscales. Student nurses view of
their actual hospital CLE is significantly negative (Mean scores <2.50 and
p<0.05) and that of preferred hospital CLE is positive (mean scores (>
2.50 and p<0.05). Only gender and year of study in the preferred hospital
clinical learning environment were significant (p = 0.041 and p = 0.000)
respectively. They were agree to be the factors that influence student nurses
opinion of their hospital CLE (mean scores >2.50 and p<0.05), except age
of student (p = 0.694) and gender of student (p = 0. 189). In conclusion,
student nurses in Enugu State have significant negative view of their actual
hospital CLE. The importance of helping students feel valued and interpersonal
relationships in the clinical area need to be highlighted in the preceptor
preparation programmes.
CHAPTER ONE
INTRODUCTION
Background to the Study
Nursing is a practice based profession with clinical education as an essential part of the nursing curriculum. Clinical practice is the focus for students learning and clinical placement/ posting constitutes one of the most integral components in the nursing education. Clinical placement is the venue where skills, knowledge and attitudes developed in the theoretical part of the curriculum are applied, developed and integrated into practice (Newton, Jolly, Ockerby & Cross, 2010).
According to Norman (2009), clinical practice setting provides students with unique learning opportunities in which classroom theory and skills are put to the test with real life situations. Besides the clinical training foster students in the application of knowledge, skill and attitude to clinical field of situations, it is vital that valuable clinical time should be utilized effectively and productively.
Zilembo and Montereso (2008) stressed the implication of practicing in an appropriate clinical learning environment at the proper time in order that theory and practice can complement each other. Nursing students perceived the clinical setting as the most influential context for acquiring knowledge and nursing skills (Al-Kandari, Vidal & Thomas 2009).
The importance of learning in the clinical area has been a major emphasis in the United Kingdom and other parts of the world, Nigeria inclusive. Providing quality clinical training with an emphasis on improvement and development is paramount in ensuring that students experience good quality care and treatment of patients and clients (E.N.B & D.O.H 2001). In....
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