Factors hindering clinical training of students in selected nursing educational institutions in Southeastern Nigeria

Characteristics of a critical care clinical placement programme affecting critical care nursing competency of baccalaureate nursing students: A structural equation modelling

“…It is worth emphasising that adequate area orientation had the most diverse influence towards critical care nursing competency, affecting all domains. Adequate orientation increases both knowledge and attitude and values since it cognitively prepares students for clinical placement (Anarado, Agu, & Nwonu, ; Grace & O’Niel, ; Haraldseid, Friberg, & Aase, ). Normally, students are scared and apprehensive (Brynildsen et al, ) of being assigned to a new unit.…”

“…Sufficient clinical exposure was also a characteristic of the critical care clinical placement that influenced knowledge and skills in critical care nursing. This result may be attributed to longer direct patient care (Ford et al, 2015) which strengthens theoretical knowledge, polishes practical application of knowledge-base, allows better appreciation of medical cases (Haraldseid et al, 2015), and bridges the theory-practice gap (Anarado et al, 2016;Tastan, Iyigun, Ayhan, & Hatipoglu, 2015). In addition, sufficient exposure facilitates familiarity of the unit's set-up and processes, allowing students to work better within their responsibilities.…”

“…On a separate note, the strongest characteristic that affected competency was supportive clinical instructor. Supportive clinical instructor positively affected skills in critical care nursing, which may F I G U R E 2 Emerging model be attributed to their role in facilitating the consolidation and application of theoretical knowledge in real-life scenarios (Anarado et al, 2016;Papp, Markkanen, & Bonsdorff, 2003). Literature highlights that a supportive clinical instructor is one with specialisation in the area (Staykova, Huson, & Pennington, 2013), has clear expectations (O'Mara et al, 2014), gives feedback (Haraldseid et al, 2015;Staykova et al, 2013) and provides adequate supervision (Chuan & Barnett, 2012;Tastan et al, 2015).…”

“…Attitude and values in critical care nursing positively influences both knowledge (β = 0.68, p = 0.005) and skills (β = 0.50, p = 0.005) and indirectly affects the latter (β = 0.26, p = 0.005) through knowledge. and attitude and values since it cognitively prepares students for clinical placement (Anarado, Agu, & Nwonu, 2016;Grace & O'Niel, 2014;Haraldseid, Friberg, & Aase, 2015). Normally, students are scared and apprehensive (Brynildsen et al, 2014) of being assigned to a new unit.…”

Availability of Resources as a Factor Influencing Integration of Midwifery Theory with Clinical Practice at Training Institutions of Vhembe District, South Africa

“…Nursing education consist of a body of knowledge, skills attitude values and habits delivered to learners in classroom settings, and as an organized and supervised clinical training in demonstrations rooms or laboratories in clinical settings where the nurse-client interaction takes place [1]. This takes place in two locations, a nursing school (theory) and clinical placement (practice), inclusive educational environment influences the students' performance and progress.…”