Academic experiences and challenges faced by students at bachelors' of sciences in nursing universities of Sindh in Pakistan | [Liaquat National Journal of Primary Care • 2022]

Author(s):

1. Farzana Soomro: Begum Bilqees Sultana, Institute of Nursing, Peoples University of Medical & Health Sciences for Women,Nawabshah Shaheed Benazirabad,Pakistan

2. Farzana Memon: Male College of Nursing,Karachi,Pakistan

3. Mushtaque Talpur: Begum Bilqees Sultana, Institute of Nursing, Peoples University of Medical & Health Sciences for Women,Nawabshah Shaheed Benazirabad,Pakistan

4. Muhammad Bux Lolai: Peoples School of Nursing,LUMHS, Jamshoro,Pakistan

5. Pir Bux Jokhio: Begum Bilqees Sultana, Institute of Nursing, Peoples University of Medical & Health Sciences for Women,Nawabshah Shaheed Benazirabad,Pakistan

6. Fateh Muhammad Brohi: Taluka Headquarter Hospital,Qambar Shahdadkot,Pakistan

Abstract:

Background: Academic environment plays an essential role in students' professional development. An efective and protected academic experience always promotes students' critical thinking and enhances reflective practices that help them to become trained in the field of nursing. Objective: The study aimed to identify students' academic experiences and professional challenges. Methodology: A descriptive, cross-sectional study was conducted from the students of Bachelors' of Sciences in Nursing (Generic) and (Post-Registered) degree programs of Begum Bilqees Sultana, Institute of Nursing at Nawabshah. The study covers the duration from November to December 2021. The study sample size consisted of 151 students. Data were collected through a 10-items selfstructured questionnaire to capture students' academic experiences and professional challenges. Results: The response rate of the survey questionnaire was 93%. One hundred twenty-four (87.9%), and 112 (79.4%) respondents contradicted the available teaching aids and teachers' eforts to complete lengthy course contents. The teachers' use of traditional teaching methods and the existence of the theory-practice gap are endorsed by n=108 (76.6%), and n=103 (73%), respectively. Eighty-six respondents (60.9%) disputed the statement that teachers give feedback on time. Unexpectedly, 74 (52%) and 59 (41.8%) remained neutral on institutional favors to the particular students in graded/final examinations marks, and teachers use problemsolving skills to bring the students into the right path for learning outcomes respectively. Conclusion: Institutions need to manage teaching resources for better academic learning experiences. Teachers' Professional development and in-service training are given top priority. Contemporary teaching and learning approaches enhance the experiences of the learners. It also develops students' critical thinking and reflective practice capabilities.

Page(s): 11-16

DOI: 10.37184/lnjpc.2707-3521.4.8

Published: Journal: Liaquat National Journal of Primary Care, Volume: 4, Issue: 1, Year: 2022

Keywords:

Nursing Students , academic experiences and challenges , contemporary teaching trends , appropriate feedback , theorypractice gap

References:

References are not available for this document.

Citations

Citations are not available for this document.

Citations

Downloads

Views