A Statistical Evaluation of the Challenges Faced by Nursing Students During Clinical Learning in Two Selected Schools of Health Technology in Enugu State

Abstract

Nursing students' professional competence is greatly influenced by their clinical learning environment. However, this training phase is frequently accompanied by a number of difficulties that could impede efficient learning and skill development. Understanding the nature and extent of these challenges, as well as the demographic factors associated with them, is essential for improving clinical education output. The purpose of this study was to evaluate the difficulties nursing students encounter during clinical placements at several nursing schools in the Nsukka Local Government Area and investigate the relationships between these difficulties and demographic factors such age, marital status, educational attainment, and religion. A descriptive cross-sectional design was adopted, involving 443 nursing students selected through proportionate sampling. Data were collected using a structured, self-administered questionnaire. Descriptive statistics were used to summarize responses, while chi-square (χ²) tests were employed to determine the association between demographic variables and the level of clinical challenges, with the significance level set at α = 0.05. Findings revealed that a majority of students experienced major to severe clinical challenges. There was a statistically significant association between clinical challenges and demographic variables: age (χ² = 3.72, p = 0.0019), educational level (χ² = 3.87, p = 0.0020), marital status (χ² = 3.57, p = 0.0016), and religion (χ² = 3.76, p = 0.0018). Students aged 21–24 years and those in 200 level reported the highest levels of challenges, suggesting that both experience level and personal factors influence the ability to cope with clinical demands. Clinical challenges among nursing students in Nsukka are significantly shaped by demographic factors. Stakeholders in nursing education should adopt student-centred strategies that consider these variables to improve the clinical learning environment and promote better academic and professional outcomes.