Factors Influencing Student Nurses’ Clinical Learning during their Clinical Practice at Rusangu University, Monze campus, Zambia

Abstract

Background: Clinical skills acquisition is an essential part of nurse training. However, acquisition of clinical skills could be influenced by the clinical learning environment. The objective of the study was to explore factors influencing student nurses’ learning during clinical practice and develop guidelines for learning enhancement. Methods: A descriptive cross-sectional study was conducted at Rusangu University in Monze, Southern Province and the study population were nursing students. A total of 50 respondents participated in the study. A proportional stratified random sampling method was used to select the sample. Data was collected using a self-administered questionnaire; analysed using the Statistical Package for the Social Sciences software for Windows version 20. Pearson Chi-Square was used to assess relationship of specific factors and students’ learning experience with a significance level of 0.05. Results: 50% of the respondents were aged between 21 and 25 years of age, 64% were females whereas 36% were males. Students level of training, 50% were in fourth and above year and 40% were allocated to the clinical area for a minimum of one to two weeks duration. Students overall rating for clinical learning was average at 54%; availability of clinical teachers and Ward Managers was rated at 70%. Communication among students and staff was rated as being good at 58%; 66% of the respondents said staff had a positive attitude towards them. A significant association between level of training and support received during first week of placement (p= 0.000) and time allocated to the unit or ward (p= 0.045) was found Staff shortage, lack of equipment and medical surgical supplies, short practice time in some specialised units, inaccessible ward managers for consultations and clinical supervisors affected students learning. Conclusion: The School should address the above-mentioned factors and design strategies to improve the clinical learning environment.