THE INFLUENCE OF CLINICAL TRAINING ON THE ACQUISITION OF NURSING SKILLS AMONG NURSING STUDENTS IN MADONNA UNIVERSITY

The main purpose of this study is to assess the influence of clinical training on the acquisition of nursing skills among nursing students in Madonna University, Elele. Three specific objectives and research questions guided this study. The study employed a quantitative descriptive survey design, using a semi-structured questionnaire with closed-ended questions to collect data used for analysis in the study. Simple random sampling was used to select two hundred and fifty-five (255) respondents in the study area. Data generated for the study were analyzed using descriptive statistics that include frequencies, percentages, and mean. Aggregate findings of the study showed that majority of the respondents (90.5%) agreed that what is learned in the classroom is practiced in the ward; (85.0%) agreed that the Nurse Educator (NE) was capable to integrate theoretical knowledge and everyday practice of nursing; and (67.6%) agreed that student nurses are encouraged to ask questions. Aggregate findings on the challenges showed that majority of the students feel stressed and anxious in the clinical practice (87.7%); there is insufficient equipment and supplies to facilitate our learning in the clinical practice (80.2%); nursing manager’s attitude towards students is not always comfortable (76.8%); and ineffective and insufficiently developed communications skills (77.8%). Lastly, on aggregate, the roles were shown to include clinical learning facilitates work experiences and clinical skills (82.9%), provides growth and development opportunities for students through supervisors' feedback (89.0%), and increases access to interactive clinical activities in teaching strategies (80.1%). Based on the findings, it was recommended that health professionals should adopt participatory and collaborative approaches with the students to address the challenges experienced by nursing students in the clinical nursing environment.