School Variables and Clinical Learning Experience of Student Midwives in Schools of Midwifery (PDF)
School Variables and Clinical Learning Experience of Student Midwives in Schools of Midwifery.
ABSTRACT
The study examined the influence of school variables on the clinical learning experience of student midwives in schools of midwifery, Akwa Ibom State. Four research questions and four hypotheses were formulated for the study.
An ex-post facto research design was adopted. The research population consisted of 300 student midwives from all three schools of Midwifery in Akwa Ibom State.
A sample size of 150 respondents was selected for the study using simple random sampling technique. A self structured questionnaire tagged “School Variables and Clinical Learning Experience of Student Midwives Questionnaire (SVCLESMQ)” was used to collect data from the respondents.
The instrument was validated and tested for reliability. Cronbach alpha reliability co-efficient of 0.86 was obtained. The research questions were answered using Mean and Standard Deviations while the hypotheses were tested using independent t-test analysis.
The findings revealed that accessibility to hospital, tutors’ clinical supervisory behaviors, and principal’s administrative ability all had significant influence on the clinical learning experience of student midwives while school itinerary was found to have no significant influence on the clinical learning experience of student midwives in schools of midwifery, Akwa Ibom State.
TABLE OF CONTENTS
Title Page i
Declaration ii
Certification iii
Dedication iv
Acknowledgements- – v
Table of Contents vi
List of Tables – ix
Abstract – x
CHAPTER ONE: INTRODUCTION
1.1 Background of the Study 1
1.2 Statement of Problem 3
1.3 Purpose of the Study – 4
1.4 Significant of the Study 4
1.5 Research Questions – 5
1.6 Hypotheses – 6
1.7 Basic Assumption of the Study 6
1.8 Delimitation of the Study 6
1.9 Limitations of the Study 6
1.10 Definition of Terms – 7
CHAPTER TWO: LITERATURE REVIEW
2.1 Theoretical Framework 9
2.1.1 Ludwig’s Open System Theory (1956)- 9
2.1.2 Edward Thorndike’s Connection Theory (1910)- – 11
2.2 Accessibility to Hospital and Clinical Learning of Student Midwives – 12
2.3 Tutors’ Supervisory Behaviours and Clinical Learning Experience of Student Midwives 14
2.4 School Itinerary and Clinical Experience of Student Midwives- 15
2.5 School Principals’ Administrative Abilities and Clinical Learning Experience of Student Midwives 16
2.6 Empirical Review 18
2.7 Summary of Literature Review 24
CHAPTER THREE: RESEARCH METHOD
3.1 Research Design – 26
3.2 Area of Study – – 26
3.3 Research Population- – 27
3.4 Sample and Sampling Technique – 28
3.5 Instrumentation – 28
3.6 Validity of the Research Instrument – 28
3.7 Reliability of the Research Instrument 29
3.8 Method of Data Collection – 29
3.9 Method of Analysis – 30
CHAPTER FOUR: DATA ANALYSIS, RESULTS AND DISCUSSION OF FINDINGS
4.1 Research Questions – 31
4.1.1 Research Question 1 31
4.1.2 Research Question 2 – 31
4.1.3 Research Question 3 – 32
4.1.4 Research Question 4 – 33
4.2 Testing of Hypotheses 33
4.2.1 Hypothesis 1 – 33
4.2.2 Hypothesis 2 – 34
4.2.3 Hypothesis 3 – 35
4.2.4 Hypothesis 4 – 35
4.3 Summary of Findings – 36
4.4 Discussion of Findings 37
4.4.1 Accessibility to Hospital and Clinical Learning Experience of Student Midwives- 37
4.4.2 Tutors’ Supervisory Behaviour and Clinical Learning Experience of Student Midwives – 38
4.4.3 School Itinerary and Clinical Learning Experience of Student Midwives – 39
4.4.1 School Principal’s Administrative Ability and Clinical Learning of Student Midwives – 39
CHAPTER FIVE: SUMMARY, CONCLUSION AND RECOMMENDATIONS
5.1 Summary of the Study 41
5.2 Conclusion – 42
5.3 Recommendations – 42
5.4 Suggestion for Further Research Studies – 43
REFERENCES – 44
APPENDIX – 48
INTRODUCTION
Nursing and Midwifery education in Nigeria involves a systematic direction and guidance of students in an institution approved by the Nursing and Midwifery Council of Nigeria, preparing students to function as members of interdisciplinary and intersectional teams.
Midwifery education helps in the training of midwives who have the ability and knowledge to care for clients in a variety of settings, that is, to acquire clinical experiences.
Clinical learning is a set of planned experience designed to help students acquire skills, attitudes and knowledge by participating in the work setting.
Effective clinical teaching is critical for students for the work they will have to do as practicing midwives and also allow students to participate actively in the healthcare team, seek solution to real life problems and learn by doing while caring for clients thereby becoming competent practitioners.
Clinical learning experience in Midwifery education is an important component of the Midwifery curriculum aimed at actively engaging student midwives with the necessary skills needed for the midwifery profession.
The clinical learning experience constitute assessment of health needs of the community, providing comprehensive midwifery services to individuals and groups in all health settings, managing minor disorders during ante-natal, labour and postnatal periods of the childbearing cycle.
Practice and maintaining safe and clean delivery services, newborn care, and providing family planning services, identifying and refering high risk clients to other members of the health care team for specialized care as well as conducting research in reproductive and other health related issues.
This education is partly delivered in a classroom setting which forms the theoretical bases of Midwifery knowledge and an organized and supervised clinical training that takes place in the clinical settings where the midwives-clients relationship is experienced directly or indirectly.
REFERENCES
Adeyemi M., Adeyemi B. (2014). Institutional Factors as Predictors of Students’ Academic Achievement in Colleges of Education in South Western Nigeria. International Journal of Education Administration and Political Studies. 6(8): 141-153.
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Adeyemi, T., Bolarinwa R. (2013). Principals’ Leadership Styles and Student Academic Performance in Secondary Schools in Ekiti State, Nigeria. Journal of Education and Practice. 9 (3): 198-203.
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Bastedo M. (2007). Open Systems Theory. The SAGE Encyclopedia of Educational Leadership and Administration. New York; London. 2-6.
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