Correlation of the academic and clinical performance of Libyan nursing students

Abstract

Background: Theoretical knowledge acquired in the classroom setting is necessary to enhance the clinical performance of nursing students in the same way that the latter reinforces what is learned in the classroom. However academic grade does not always reflect the competence of students in clinical setting. This study was conducted to determine a possible correlation between student academic performance in the nursing specialization subjects and their clinical performance. Design and Method: The research employed a descriptive non-experimental approach using existing data sets. The grades of three batches of Omar Al-Mukhtar University College of Nursing (Libya) students were retrieved from the Office of the College Registrar and subjected to statistical analysis. Pearson Product Moment Coefficient was utilized to determine the relationship in the changes and movement of the two variables, Academic and Clinical Performance. Result: Positive correlation between academic and clinical performance was observed from the three groups of students considered in this study. Correlation was noted to consistently increase from the third to the fourth year for the two most recent batches of students suggesting enhanced appreciation of theoretical and clinical nursing among students. Students who perform well in the classroom setting performed similarly well in the clinical setting. Conclusion: The Academic Performance of 3rd and 4th year BS Nursing students of Omar Al-Mukhtar University College of Nursing correlates well with their Clinical Performance. This indicates that an academic performer rates as well in their clinical focus and may be attributed to their increased appreciation of nursing as they reach a higher year level.

Perceived Clinical Competence among Undergraduate Nursing Students in the University of Gondar and Bahir Dar University, Northwest Ethiopia: A Cross-Sectional Institution Based Study

“…Those students who attended all the theoretical classes were about eighty-three percent [AOR = 0.83 (0.017, 0.412)] more likely to perceive themselves as competent compared to those who did not attend all the theoretical classes. This finding is supported by other studies [16,17]. This may be due to the fact that those students who attended the theoretical classes easily understand and implement their theoretical knowledge in the real clinical environment compared to those who missed the theoretical class.…”

“…These included the pedagogical atmosphere of the environment, leadership style of the ward manager, premises of nursing on the ward, relationship role of the nurse teacher as enabling the integration of theory and practice, and the relationship among student, mentor, and nurse teacher [15]. Work experience, motivation, theoretical knowledge, and individual characteristic were also factors that affect the clinical competence of the students [16,17].…”

Factors influencing Bachelor of Nursing Science students’ attitude towards clinical exposure

“…This was Research apparently seen in their behaviour during clinical training, which included nursing students reporting late for work, being absent from clinical work without permission, using mobile phones during clinical working hours and lacking commitment to clinical work. A previous study [13] also reported that nursing students had a negative attitude towards clinical exposure. This was seen in their behaviour during clinical postings at hospitals, which included anxiety, feelings of vulnerability, lack of respect and loss of interest.…”

“…[6,9,14,15] Factors at an academic level that have been similarly identified are programme of study, ineffective communication, inadequate preparation and emotional reactions. [16,17] Fisher's exact test indicated no significant association between students' attitude to clinical exposure and factors influencing their attitude towards clinical exposure, although a high proportion had a positive attitude, with high reported factors affecting their attitude. This could be because of the small sample size.…”

Self-efficacy and Clinical Performance of Nurses Initiated and Management of Antiretroviral Therapy: Narrative Review

“…Professional nurses are ideally committed to the broad aims of quality care; and their main concern to provide high standard services and to meet the needs of individual service users, their families, and communities [38 -40]. Self-efficacy influences the task employees choose to perform and the goals they set for themselves [20,21,30,31,41]. Self-efficacy can affect people's behaviour positively or negatively, and this behaviour, may have an impact on one's performance and clinical outcome for the clients [10].…”