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 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 addition there is need for provision of adequate support and supervision of students in the clinical areas. In Nigeria, nursing education programmes are offered at both the hospital level also known as hospital based and university level also known as baccalaureate. The hospital based nursing education program lasts for three years and that of baccalaureate lasts for five years for the generic and four years for direct entry students and besides the theoretical component, each program has a clinical component. The clinical education takes place in a clinical setting most often a hospital and part in the community. During the three, four and five year’s program, students are rotated through a variety of settings. Each new posting means the student must socialize into a new setting, establish relationship with staff while being exposed to the new clinical situations with different patient populations. At the same time students clinical performance is continuously being evaluated by a teacher (Mleck, 2011). It is acknowledged that all learning takes place within a social context; the social context of clinical practice embraces many more variables than classroom setting. Learning activities in the classroom are mostly structured in contrast to clinical learning activities. In clinical training the environment is unpredictable (koontz, Mallory, Burns & Chapman, 2010) with students involved in unplanned activities. Learning experience in this unpredictable environment presents a greater threat to students than learning in the classroom. As a consequence there is less control over the learning experiences of students making it hard to plan for an optimal clinical learning environment (C.L.E) (Papp, Markkanen and Ven Bonsdorff, 2003). The essential element of the C.L.E is the hospital ward and its characteristics because most part of the clinical education takes place there. The ward environment is considered as exerting great influence on all those engaged in ward life, student nurses inclusive. Therefore student nurses perspective of the hospital based clinical experiences is a summary of the meanings that the students derived from their interactions in this social context. An understanding of the social climate as the personality of a setting or environment can provide insight into peoples’ actions and feelings. Thus, understanding the student nurses perceptions of their actual and preferred hospital based clinical learning environment may reveal aspects of the actual environment that require improvement in order to maximize student learning in practice. Likewise an understanding of students’ perspective of the clinical environment and social climate within this milieu may assist in improving the educative quality of their clinical training.

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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