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 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. Historically, clinical training is derived through training apprenticeships as in the era of Florence Nightingale in which an aspiring student learns many facts of the profession from the “Master”. Even before the days of Florence Nightingale and continuing into this century, students have learned the practice of nursing from family members while caring for the patients. Therefore, the clinical setting remains the most effective caring situation for demonstrating theoretical possibilities and transforming the novice to beginning nurse (Karen, 2013). A study carried out at School of Nursing Oakland University on “getting the most out of students’ clinical experience” highlighted that student nurses are provided with several opportunities for clinical experiences. The students argued that more can be learned in these experiences than can be taught in classroom setting though both aspects are important and designed to complement each other (Crotty, 2011). The benefit of clinical nursing training in nursing education cannot be overemphasized and this is achieved through clinical placement, teaching, supervision and evaluation (Duteau, 2012). During clinical placement, students are posted and rotated to different clinical learning environments such as the outpatient department, emergency units, clinical wards, other specialist units in the hospital, other health care institutions, health centers and communities under the direction and close supervision of experienced personnel in nursing profession. In the clinical learning environment, student nurses are offered an opportunity to work directly with competent professional nurses for patients in a particular area of expertise. Teaching in clinical learning environment presents educators with challenges that are different from those encountered in the classroom because clinical setting requires different approaches to teaching (Benis, 2000). One crucial element in students’ clinical training is the supervision system. For student nurses, supervision is a process where the learner is guided and supported through clinical professional knowledge and skill (United Kingdom for Central Council, 1995). The goal of supervision in clinical environment is to ensure that student learning occurs and that students are safe. Evaluation of clinical performances of the student nurses is an integral part of all programmes in nursing profession. It also plays a major role in the society by certifying competent nurse who can render quality nursing care to the public. Clinical evaluation is a more formal assessment of the students’ performances in the clinical nursing training (Raisler, O’Grandy & Lori, 2003).

Project detailsContents
Number of Pages124 pages
Chapter one Introduction
Chapter two Literature review
Chapter three  methodology
Chapter  four  Data analysis
Chapter  five Summary,discussion & recommendations
Chapter summary1 to 5 chapters
Available documentPDF and MS-word format


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