Determinants of Nursing Students' Attitudes towards Clinical Posting at Delta State University, Abraka, Nigeria
TL;DR
Strengthening clinical supervision, improving learning environments, and promoting supportive staff–student interactions may enhance students’ clinical learning experiences and professional development.
Abstract
Background: Clinical posting is a fundamental component of nursing education, providing students with opportunities to apply theoretical knowledge and develop essential clinical competencies. However, students’ attitudes toward clinical posting may be influenced by institutional, individual, and environmental factors. This study examined the determinants of nursing students’ attitudes towards clinical posting at Delta State University, Abraka, Nigeria, using Social Influence Theory as a conceptual framework. Methods: A descriptive cross-sectional quantitative study was conducted among nursing students in the Department of Nursing Science, Delta State University, Abraka. A stratified random sampling technique was used to select 156 nursing students in 300–500 levels who had participated in at least two clinical postings. Data were collected using a structured questionnaire and analyzed using descriptive statistics and chi-square tests in SPSS version 23. Results: Findings revealed that 83.3% of respondents demonstrated positive attitudes towards clinical posting, acknowledging its importance in skill acquisition and professional development. Institutional factors such as staff behaviour, availability of resources, adequate supervision, and quality of facilities significantly influenced students’ attitudes. Chi-square analysis showed statistically significant relationships between institutional factors (χ² = 4.00, p = 0.045), individual factors (χ² = 4.50, p = 0.033), environmental factors (χ² = 3.91, p = 0.048), and students’ attitudes towards clinical posting. Conclusion: Nursing students generally exhibited positive attitudes towards clinical posting. Institutional, individual, and environmental factors significantly influenced these attitudes. Strengthening clinical supervision, improving learning environments, and promoting supportive staff–student interactions may enhance students’ clinical learning experiences and professional development.