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Factors Affecting Performance in Clinical Practice among Preservice Diploma Nursing Students in Northern Tanzania.

ABSTRACT: There is an increased call for improving the environment in which nursing students learn the clinical skills. Clinical practice in the clinical placement sites should allow students to apply their theoretical knowledge in a real environment, develop nursing skills and clinical reasoning, and observe and adapt the professional role. This study aimed at identifying the factors influencing performance in clinical practice among preservice diploma nursing students in Northern Tanzania. This study relied on a cross-sectional analysis of data collected from nursing schools in Northern Tanzania in which 208 (123 nursing students and 85 nurse tutors) participants were recruited in the study. Data was gathered using a self-administered questionnaire which collected information on sociodemographic characteristics and factors influencing clinical practice categorized in students' factors, hospital based factors, social-economic factors, and nurse tutors opinions assessed. Descriptive analyses and chi-square test were employed to understand the background information of the sample and association between variables. Majority of the nursing students (84.4%) agreed that clinical placement offers students adequate opportunity for clinical practical learning. Barriers to effective clinical learning was reported by 70.1% of the participants and the barriers include student factors such as lack of self-confidence and absenteeism, school factors such as improper supervision, and poor preparation of clinical instructors or clinical facility factors. We found a significant association between type of barrier and gender (chi-square 0.786, p=0.020). More male nursing students (62.1%) significantly reported unsupportive environment as a barrier and anxiety was more common in female nursing students (48.9%) (p=0.020). Reporting of barriers to effective clinical learning by students from different schools of nursing was not significant (P=0.696). In addition, age of participants did not have significant association with effective clinical practice (p=0.606). Student's factors and placement based factors played an important role to influence clinical learning experiences. Offering preclinical orientation, distributing and clarifying clinical learning objectives to students, and frequent visits and supervision of students in clinical area may improve student learning experience in clinical placement. In addition, tailoring the interventions to gender may improve learning experiences.

SUBMITTER: Gemuhay HM

PROVIDER: S-EPMC6420979 | biostudies-literature | 2019

REPOSITORIES: biostudies-literature

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Factors Affecting Performance in Clinical Practice among Preservice Diploma Nursing Students in Northern Tanzania.

Gemuhay Helena Marco HM Kalolo Albino A Mirisho Robert R Chipwaza Beatrice B Nyangena Elijah E

Nursing research and practice 20190303

There is an increased call for improving the environment in which nursing students learn the clinical skills. Clinical practice in the clinical placement sites should allow students to apply their theoretical knowledge in a real environment, develop nursing skills and clinical reasoning, and observe and adapt the professional role. This study aimed at identifying the factors influencing performance in clinical practice among preservice diploma nursing students in Northern Tanzania. This study re ...[more]

PMID: 30941212

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Project description:BACKGROUND:Mental distress is a major public health problem which includes anxiety, depression and somatic symptoms such as sleeping problems, fatigue and headache. University students are consistently reported to have higher levels of mental distress compared to the general population. Although university students with mental distress have significantly impaired cognitive functioning, learning disabilities and poor academic performance, the burden of this problem in Tanzania is unknown. This study aimed to determine prevalence and factors associated with mental distress among undergraduate students in northern Tanzania. METHODS:A cross-sectional study was conducted among undergraduate students at Kilimanjaro Christian Medical University College from April-July 2018. Simple random sampling technique using probability proportional to size was used to sample students from their respective classes. Mental distress was screened using the self-reporting questionnaire (SRQ-20). Data was analyzed using Stata version 15.1. Frequencies and percentages were used to summarize categorical variables while mean and standard deviation for numeric variables. Multivariable logistic regression was used to determine factors associated with mental distress adjusted for potential confounders. RESULTS:A total of 402 undergraduate students participated in this study, 14% screened positive for mental distress. Residing off-campus (OR?=?0.44, 95%CI 0.20-0.96) and perceived availability of social support (OR?=?0.22, 95%CI 0.11-0.45) reduced the odds of mental distress while students with family history of mental distress (OR?=?2.60, 95%CI 1.04-6.57) and those with decreased grades than anticipated (OR?=?3.61, 95%CI 1.91-6.83) had higher likelihood of mental distress. CONCLUSION:One in every ten students screened was positive for mental distress. Those who reported a family history of mental illness and lower grades than anticipated had higher response of mental distress. To relieve students from stress and frustrations related to studies and their lives in general, this study recommends awareness creation, counselling to help those with mental health issues, establishment of student drop-in centers for such services and promotion of social and recreational activities at the college.

Project description:Background:Although stress reaction is high among nursing staff and nursing students in the Middle East and its effect on life is known, there are scant studies reporting on these clinical and social features. In addition, there are no studies reporting on factors that influence career choice among this group. Aim:This study aimed to investigate factors that influence career choice among nursing students and their possible association with depressive symptoms. Method:Participants were 150 (84.7% response rate) nursing students randomly selected from each academic year at the Nursing College/Jordan University of Science and Technology. Participants consented and completed the socio-demographic data collection sheet. The Arabic version of the Beck Depression Inventory-II Scale was used to assess participants with respect to depressive symptoms. A modified list of factors influencing career choice and a Likert scale to assess the level of sadness and the degree of religiosity were used as well. Results:Students ranked the most important three factors influencing their career selection as family decision, religious factors, and the desire to care for others. The prevalence of depression among the sample was 26%. Students who had a desire to care for others were less likely to suffer from depression and those who chose nursing as their career due to religious factors were significantly less depressed than those who did not. Meanwhile, students who chose nursing under family pressure or because of a lack of alternative opportunities were more depressed. The odds ratio for depressive symptoms was 0.24 when students chose nursing because of religious factors, whereas it was 4.92 when the family strongly influenced the student's career decision and 3.61 when a nursing career was the only perceived opportunity available. Conclusion:The main factors associated with depression among this sample of nursing students were pressure from their family to choose a nursing career and having no other career or employment opportunities. Religiosity was negatively associated with depression and may act as a protective factor; however, future studies using longitudinal designs will need to confirm this hypothesis.

Project description:ObjectiveTo assess clinical practice competencies and associated factors among graduating nursing students attending public universities found in the Amhara Region, Ethiopia DESIGN: Institution-based cross-sectional study design SETTING: The study was conducted in six universities found in the Amhara Region from February to April 2018.Participants307 graduating nursing students participated. Of these, 173 were male and 134 were females from different ethnic groups; Amhara 145, Oromo 84, Tigris 44 and Gurage 17. Graduating nursing students attending regular degree programmes were included.Outcome measurementsClinical instructor (good vs not good), clinical environment (conducive vs not conducive), assessment method (measurable vs not measurable), clinical staff-student interaction (good vs not good), clinical practice competency (competent vs incompetent).ResultThe study revealed that 33.6% (95% CI 26.3% to 39.41%) of students were clinically competent. Orientation about the objective of clinical practice (adjusted OR, AOR 2.387; 95% CI 1.011 to 5.635), enough time for mentoring during clinical practice (AOR 2.247; 95% CI 1.100 to 4.593). Students followed by instructors during conducting a procedure (AOR 2.655; 95% CI 1.294 to 5.449), assessment checklist during clinical practice (AOR 2.663; 95% CI 1.324 to 5.358), students who were allowed by clinical staffs to perform tasks (AOR 5.858; 95% CI 2.657 to 12.916), clinical instructor factors (AOR 3.051; 95% CI 1.717 to 5.421) and student-staff interaction factors (AOR 2.348; 95% CI (1.337 to 4.124) were statistically significant variables with the level of competency.ConclusionAround one-third of the students were clinically competent. Clinical instructor and staff-student interaction were significantly associated with clinical practice competencies among graduating nursing students. Therefore, designing an appropriate clinical practice protocol that includes improving the supervision of a clinical instructor is important to enhance the clinical practice competency of students.

Project description:ObjectivesPositive attitudes towards end-of-life care are essential among nursing students to adequately support terminally ill patients and enable students to feel confident about providing end-of-life care. This study aimed to determine nursing students' attitudes towards caring for terminally ill patients, as well as the associations between these attitudes and year of study, exposure to terminally ill people, self-perceived nursing skills and subjective impact of instruction.DesignCross-sectional study.SettingA health sciences school in Switzerland.ParticipantsAll preparatory students, first-year nursing students and third-year nursing students were invited to participate; 178 agreed to participate.Primary outcome measureAttitudes towards terminally ill patients were assessed using the Frommelt Attitudes Toward Care of the Dying Scale, Form B (FATCOD, Form B), as the primary outcome. Secondary measures were gender, age, year of study, number of terminally ill persons encountered, self-perceived palliative care nursing skills and subjective impact of instruction.ResultsMean FATCOD, Form B score was 117.7 (SD: 9.8, median: 118.0). Better attitudes towards terminally ill patients were significantly associated with being aged 24-26 years (β=6.97, 95% CI 2.00 to 11.95, p=0.006), year of study (β=3.47, 95% CI 1.69 to 5.25, p<0.001), professional encounters with terminally ill patients (β=3.59, 95% CI 2.23 to 4.95, p<0.001) and self-perceived palliative care nursing competence (β=1.23, 95% CI 0.41 to 2.04; p=0.003). In the multivariate analysis, professionally encountering terminally ill patients remained significant (β=3.00; 95% CI 1.43 to 4.57; p<0.001).ConclusionsNursing students' attitudes towards caring for terminally ill patients were positive and improved as their year of study progressed. Professional exposure to terminally ill patients was the strongest factor, followed by private encounters, self-perceived palliative care nursing skills, year of study and age.

Project description:BackgroundThe current professional nursing education program adopts various great attention for clinical practice to supply nursing students.ObjectiveTo assess the prevalence and associated factors of stress and coping strategies of nursing students during clinical practice in the school of nursing, Wachemo University, Ethiopia, 2024.MethodsA facility-based cross-sectional design study was conducted between January 1 and 12/2024. The total number of students was 421. Data were collected using the validated tool and entered using Epi-data Version 3.1 and exported to SPSS Version 25 for analysis. Binary logistic regression was done, and variables with a p-value of <.05 were taken into the multivariable analysis. Statistically significant was declared at a p-value of <.05 with AOR and 95% CI.ResultThe prevalence of stress and coping strategies was 58.4% with 95% CI [53.6-62.8] and 52.0% with 95% CI [47.3-56.5] respectively. Male gender, private regular, and instructor guide were significantly associated with stress. Age group 19-24 years, having low grades, living in a university dorm, clinical staff guiding, instructor guiding, and asking unclear issues were significantly associated with coping strategies.ConclusionAbout six in ten nursing students have stress. Being male gender, being a private, living with families, and instructor guide are significantly associated with stress. Therefore, managing gender-related issues, attending regular programs, living in a university dorm, and guiding the students might reduce the burden of stress during clinical practice. About five in ten nursing students have good coping strategies. Being age group of lower years old, having low grades, living in a university dorm, clinical staff guiding, instructor guiding, and asking the instructor about unclear issues were significantly associated with coping strategies. Therefore, improving grades, living in a university dorm, clinical staff and instructor guidance, and asking about unclear issues might enhance coping strategies.

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Factors Affecting Performance in Clinical Practice among Preservice Diploma Nursing Students in Northern Tanzania.

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Factors Affecting Performance in Clinical Practice among Preservice Diploma Nursing Students in Northern Tanzania.

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