Abstract
An essential part of the nurse education programs is to facilitate the linking of theory to practice. Teaching practice experiences of nursing student provide greater insight to develop effective classroom and clinical teaching strategies in nursing. This paper described teaching practice experiences of nursing students, expectations and benefits for effective learning. The study simulated the complexities of life in a typical classroom that facilitates learning characterized by an acceptance of responsibility and clinical decision making in nursing practice using a mixed research design. A structured questionnaire was used to elicit information from 0ne hundred and fifteen (115) students, 38 direct entry and 77 generic fourth year students while ten students (five direct and five generic) participated in the focused group discussion (FGD). Descriptive data were analyzed using SPSS vision 18 to obtain frequencies, percentages mean and standard deviation and chi square findings. The FGD based on their categories were divided into two groups. The data collected was analyzed by coding and categorizing the themes that emerged. Quantitative analysis revealed significant (**p<0.001) chi square rejecting the null hypotheses at 0.05 with probabilities less than 0.001. This shows that nursing students’ experiences, expectations and benefits are significantly derived from teaching practice although contingent on the mode of entry into the university (Direct entry and Generic entry). It is concluded that teaching practice is a motivating and challenging method that necessitates learning of facts, principles and procedures for effective development of decision-making skills that assist nursing students assume responsibility. It is recommended that more time be allotted for this important exercise especially for generic students.KEYWORDS: Nursing Student, Teaching Experiences, Expectation, benefits, Teaching Practice
Highlights
The intent of pre-registration nurse education in Nigeria is to prepare students who are fit for practice at the point of registration (N&MCN, 2006) to enable them be registered with the Nursing and Midwifery Council of Nigeria (N&MCN) in order to gain employment in various fields of nursing
Questions regarding the ability to link theory to practice was expressed by 30.27%, strongly agreed response by direct entry students compared with 16.73% response by generic students
Nursing student experience is contingent on the Direct Entry and Generic Entry
Summary
The intent of pre-registration nurse education in Nigeria is to prepare students who are fit for practice at the point of registration (N&MCN, 2006) to enable them be registered with the Nursing and Midwifery Council of Nigeria (N&MCN) in order to gain employment in various fields of nursing. It gives opportunity for the learner to become socialized into a profession through gaining of competence in practice since theoretical knowledge is put to. Mary Achi Mgbekem, Department of Nursing Science, University of Calabar, Calabar, C.R.S, Nigeria. Emon Duke, Department of Nursing Science, University of Calabar, Calabar, C.R.S, Nigeria. Emilia Oyira, Department of Nursing Science, University of Calabar, Calabar, C.R.S, Nigeria. Regina Ella, Department of Nursing Science, University of Calabar, Calabar, C.R.S, Nigeria. Akon Ndiok, Department of Nursing Science, University of Calabar, Calabar, C.R.S, Nigeria. Margaret Armon, Department of Nursing Science, University of Calabar, Calabar, C.R.S, Nigeria
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