International Journal of Nursing Education

Abstract

Background: Skills laboratory is one of the most important components in nursing education as it bridges the gap between theory and practice among nursing students.

Objective: Assessment of skills laboratory implementation readiness and associated student’s clinical performance on neonatal resuscitation among diploma nursing schools in Tanzania.

Methodology: The study employed quantitative approach, the study design was cross-sectional. The sample size was 384 students from four regions including; Dodoma, Manyara, Morogoro and Mbeya. Multistage sampling was used to select zones, regions, and district; while proportional sampling and simple random sampling were used to select students in respective schools. Data were collected through self-administered questionnaire, standardized checklist and OSPE checklist and analyzed by statistical packaged for social sciences (SPSS).

Result: The study had 384 participants’ with 56.0% female and 46% male participants. Findings show that 55.6% school had inadequate requirement in terms of furniture, models and infection control requirements. 71.1% of the respondents had good performance on neonatal resuscitation with the mean score of 60.3 %. 60.9% had positive perception toward the use of skills laboratory, and it was found that there is association between SLIR and student clinical performance on neonatal resuscitation with (OR=3.822, CI: 2.306 -6.333, P= 0.000) and (AOR= 0.260, CI: 0.119-0.337, P= 0.001).

Conclusion: Most of nursing schools had limited requirements for skill laboratory implementation. The ministry of health training department should ensure that all government and non-government nursing institutions abide to the requirement set that they should have a well- equipped skills laboratory that will impact on students’ performance.

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Abstract

Background: The issue of low performance among student nurses is still a challenge in theoretical and clinical practice, insufficient use of formative assessment is among the contribution factors.

Objective: Assessment of nursing students’ perceptions on formative assessment procedures and its effect on midwifery subject performance.

Method: A Cross-sectional study of 430, third year Diploma Nursing Students’ from seven nursing schools was conducted in Kilimanjaro, Dodoma, and Morogoro regions. The approach was quantitative and a sample size was calculated and obtained using simple random sampling technique. Students’ perception was measured by 18 questions from the tool adopted and modified from Vaessen⁽¹⁾, performance of students was reviewed and recorded using NACTE form No. 3. Descriptive and Principal Component Analysis used to analyze data of this study.

Results: Out of 430 respondents of this study, 221 (51.4%) had positive perception on formative assessment procedures. Also out of 430 respondents, 226(53%) had high performance in midwifery II module with the mean score of 69.85%. Moreover, the association between students perception and performance on midwifery module was not statistically significant(X² = 0.027, p= 0.870)

Conclusion: Majority of students’ reported positive perception on formative assessment; however, there were no association between perception and actual midwifery module performance, yet, students with positive perception performed high than those with negative perception.

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