Factors influencing integration of theory into practice in clinical skills acquisition among registered nursing students at Livingstone schools of nursing and midwifery,Zambia
Mpofu, Simengomthandazo Maybel
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Understanding of any factor that may affect the skills acquisition of nursing students in the clinical area is essential to ensure that maximum benefits are gained from this aspect of nursing education. Factors which influenced integration of theory into practice in clinical skills acquisition among students at a school of nursing located in Zambia were studied. The aim of the study was to explore factors which influenced integration of theory into practice in clinical skills acquisition among nursing students at a school of nursing located in Zambia. A mixed method using descriptive cross-sectional with stratified random sampling and descriptive qualitative study with purposeful sampling methods were used. Data were collected using a 47-item self-administered questionnaire and 2 FGDs and analysed using SPSS version 23 and qualitative content analysis. Chi- square and Binary Logistic regression was used to test for significant associations. 90 students for quantitative and 17 students in 2FGD groups participated in the study. The mean age was 23.8+ 4.08 (95% CI,) (range 19-40 years) and most of the respondents were female (73.3%). Student related factors (OR= 5.055, p˂ 0.001) influenced significantly the integration of theory into practice. The majority of the students, identified Theoretical knowledge and practice (OR= 69.507, p˂ 001), sequencing clinical allocation with core competencies (OR= 409.749, p˂ 004), documentation (OR= 3.393, p˂ 0.40) and explaining of objectives (OR= 5.320, p˂0.42) as having the greatest influence on integration of theory into practice in clinical skills acquisition. Furthermore availability of resources, attitude of staff and follow up by nurse tutors were identified themes that influenced integration of theory into practice. Student involvement, availability of resources and follow up by educators were identified as being influential to theory integration and clinical skills acquisition. These factors and other identified factors should inform the preparation of nursing students, in clinical skills acquisition.
The University of Zambia