Perception of Learning Challenges and Coping Strategies in Clinical Area Among Nursing Students
DOI:
https://doi.org/10.26463/rjns.15_2_5Keywords:
Nursing students, Perception of learning challenges, Coping strategies, Clinical areaAbstract
Background: Nursing students encounter academic and clinical challenges that can impact their health and academic performance. This study aimed to assess their perceptions of learning challenges, the coping strategies they employ in clinical settings, and the association between these factors and demographic variables.
Methodology: A quantitative, descriptive survey design was employed, involving a convenience sample of 205 B.Sc. Nursing students. For data collection, a structured questionnaire was administered which included the Clinical Learning Environment Supervision (CLES) scale to assess perceptions of learning challenges and the Coping Behaviour Inventory (CBI) to evaluate coping strategies.
Results: The results indicated that majority of participants, specifically 67.8%, reported having a ‘very good’ perception of their learning challenges, while 60.9% indicated that they employed coping strategies ‘sometimes’. These findings suggest that while nursing students recognize the challenges they encounter in clinical environments, their engagement with coping strategies varied. Statistical analysis demonstrated significant associations between students’ perceptions of learning challenges and various demographic factors, including age, year of study, and the number of weeks of clinical exposure.
Conclusion: The study highlights the importance of acknowledging the unique challenges nursing students encounter in clinical settings and the necessity of developing effective coping mechanisms to enhance their educational experience. Addressing these issues is crucial for improving academic performance and preparing students for professional practice. Future research should aim to develop targeted interventions to support nursing students and strengthen nursing education outcomes.
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