FACTORS AFFECTING THE ACADEMIC PERFORMANCE OF STUDENT NURSES,

CASE STUDY; SCHOOL OF NURSING, NJALA UNIVERSITY.

BY; DAUDA KOMBA LAMIN

HND - NURSING

MARCH, 2024.

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Contents
CHAPTER ONE ............................................................................................................................................... 3
1.1 INTRODUCTION: ............................................................................................................................ 3
1.2 BACKGROUND ............................................................................................................................... 5
1.3 PROBLEM STATEMENT .................................................................................................................. 8
1.4 AIMS AND OBJECTIVES.................................................................................................................. 9
1.4.1 Aim:....................................................................................................................................... 9
1.4.2 Specific Objectives: .............................................................................................................. 9
1.5 RESEARCH QUESTIONS.................................................................................................................. 9
1.6 RATIONALE/SIGNIFICANCE OF THE STUDY ................................................................................. 10
1.7 RESEARCH HYPOTHESIS .............................................................................................................. 11
1.8 DEFINITION OF TERMS ................................................................................................................ 11
1.9 REFERENCES ................................................................................................................................ 13

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CHAPTER ONE
1.1 INTRODUCTION:

It is true that students learn when they are willing and intend to learn and when
knowing the purpose of learning. It is when the student accepts those goals that the student
becomes more active, more intensive, and better organized in pursuing those goals.

The pursuit of excellence in nursing education is crucial for producing competent and skilled
healthcare professionals. Student nurses, as future caregivers, play a pivotal role in the
healthcare system. Their academic performance during their training years significantly
impacts their ability to provide safe and effective patient care. Understanding the factors that
influence student nurses’ academic achievement is essential for designing effective
educational programs and support systems.

The academic performance of students in most universities has become an object of inquiry
for researchers nowadays, and also a top priority among educators who have vowed to make
a difference locally, regionally, nationally, and globally. Such education, trainers, and
researchers have long been interested in exploring variables that significantly contribute to
the performance of learners. These variables are both external and internal. Internal factors
are mostly student-related while external factors contribute to the external environment of
students that are beyond their control. The former include personal conditions and study
habits while the latter include home-related factors, school-related and teacher-related
factors. Study habits as a factor affecting the academic achievement of students have likewise
been pointed out by Mashayehki and colleagues[1]. Other studies also support this claim and
add that a student who is successful in his/her desired career has good study habits[2]. Such
an internal factor leads to good academic performance.

On the contrary, external related factors such as socioeconomic and socio-demographic

factors lead to poor academic performance. One of the most recent studies conducted by Ali
and colleagues enumerated certain student-related and family-related factors that affect the
academic performance of students[3]. Student-related factors identified in the given study

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include student’s efforts, age, self-motivation, learning preference, entry qualification, and
previous school. Family-related factors include the educational background of parents and
family income[3]. Most studies presented according to Diaz have been focused on three
factors: parents (family causal factors), teachers (academic causal factors), and students
(personal causal factors)[4]

According to Takwa, academic achievement is associated with the assessment of

students’ ability to manage their study load and use study material in the curriculum. It also
provides an indicator of the interesting curriculum for students to enjoy their classes. Also,
academic achievement is defined as the students’ subjective view of student’s grades, which
is expressed in words such as excellent, very good, good, fair, and poor. In this current study,
the academic achievement of students was measured by a student’s grade point average
(GPA)[5]. This study continued to recommend that nursing students need better
preparation for the rapid changes and complexity of the health care demands by closing the
gap that arose between clinical practices and the nursing theory, providing suitable
opportunities for performing the required skills effectively, facing any challenges in the
nursing work, and having good academic tuition.

As nursing educators continue to redefine learning and assessment across the continuum,
the application of competency-based nursing education in the undergraduate setting has
become a focus of many nursing schools. Educational institutions are thereby challenged to
find innovative teaching strategies to effectively prepare new graduates for entering the
workforce.

The success of each learning organization is dignified by its educational performance or by

how many learners come across the values set. Presently, the academic failure of students is
a spectacle of developing universal interest due to their financial effect and their destructive
impact on the accessibility of forthcoming nurses in different healthcare organizations. The
factors recognized as manipulating students’ educational performance comprise the
socioeconomic context of custodians; student-related factors such as study habits, school
related such as education conveniences, appropriate assistance, domestic pressure,
personality traits and also teaching skills.
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Learners need to study efficiently and clear their examinations to graduate. Thus,
educational improvement has turned out to be an important means for computing
educational growth, and there is a necessity to examine the elements that distress it [6].

Furthermore, to meet the needs of the population and meet the future demands of this
generation and other generations that follow, every nurse must be successful in their
education, to close the gap between supply and demand, and avoid any academic failure.

Education is a consistently important issue as it is considered one of the imperative aspects

that include essential skills, abilities, and knowledge that help to improve the overall growth,
progress, and development of all individuals, communities, and nations. Any educated
person is eager for success and achievement to accomplish his desired goals and objectives.
In addition, it renders an efficient contribution to promoting community welfare and well-
being. When educating nursing students, they need a balance between the knowledge and
theories obtained in the classroom, applying and transferring these theories in the clinical
setting and dealing with real situations.

Academic performance is a main aspect of education, especially in nursing students. It refers

to their attained academic grades achieved through various educational instructions in the
learning environment. Good grades depend on how students deal with their studies, how
they cope with different given tasks by lecturers in a fixed-duration program course, and
understand the impact of their course on their academic performance. Moreover, academic
performance is a complex student behavior in which the students try to remember the facts
and express such knowledge gained either verbally or in writing.

1.2 BACKGROUND

Njala University, located in Bo City, Southern region of Sierra Leone, plays a pivotal role in
shaping the next generation of healthcare professionals. Student nurses undergo rigorous
training, combining theoretical knowledge with practical clinical experiences. However,
several factors intersect to determine their academic success. Let’s delve into the specific
objectives of this study:

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 1. Socio-economic Status (SES) and Socio-demographic Factors:

 Socio-economic Status (SES)

Socioeconomic status can be defined as a person's overall social position... to which

attainments in both the social and economic domain contributes. When used in studies of
students’ school achievement it refers to the socioeconomic status of the parents or family.
Socioeconomic status is determined by an individual's achievements in education;
employment and occupational status; and income and wealth. Several comprehensive
reviews of the relationship between SES and educational outcomes exist[7]. These studies
and reviews make it clear that children from low-SES families are more likely to exhibit the
following patterns in terms of educational outcomes compared to children from high-SES
families:

 have lower levels of literacy, numeracy, and comprehension;

 have lower retention rates (i.e. students from low-SES families are more likely to
leave school early);
 have lower education participation rates (students from low SES families are less
likely to attend university);
 exhibit higher levels of problematic school behavior (e.g. truancy);
 are less likely to study specialized maths and science subjects;
 are more likely to have difficulties with their studies and display negative attitudes to
school;
 have less successful school-to-labor market transitions. These results however
remain the same irrespective of how SES is measured and whether the studies are
based on individual or aggregate-level data.

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  Socio-demographic Factors

Understanding the socio-demographic characteristics of student nurses is also crucial.

Variables such as age, gender, socioeconomic status, and family background may
significantly impact their academic performance. Socio-demographic characteristics
moreover play a significant role in shaping academic outcomes. Research has identified
several key factors:

 Marital Status: Married student nurses may face additional responsibilities, affecting
their study time and stress levels.
 Age: Older students may bring more life experience but could also juggle family or
work commitments.
 Income: Financial constraints can impact access to resources and influence academic
performance.
 Parental Education: The educational background of parents can influence a student’s
motivation and support system.

2. Institutional Factors:

The university environment directly influences student learning. We will investigate several
institutional aspects:

 Curriculum Design: Analyzing the curriculum’s structure, content, and alignment

with industry standards. Are there gaps or redundancies? How well does it prepare
student nurses for real-world challenges?
 Teaching Methods: Exploring pedagogical approaches—lectures, practical sessions,
simulations, and e-learning. Which methods resonate best with student nurses? Are
there opportunities for innovation?
 Support Services: Assessing the availability and effectiveness of academic support
services (tutoring, counseling, library resources, etc.). To understand how these
services impact student performance?

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  Faculty-Student Relationship: Investigating the quality of interactions between
faculty members and student nurses. Mentorship, guidance, and communication play
pivotal roles in shaping academic outcomes.

3. Clinical Experience:

The role of clinical exposure cannot be overstated. Student nurses learn by applying theory
in real healthcare settings. As one of the key objectives, the researcher underscores the
relevance of clinical experience and its synergies.

 Clinical Rotations: How diverse are the clinical experiences? Are students
exposed to various specialties and patient populations?
 Supervision: The quality of supervision during clinical placements significantly
impacts learning. Are student nurses adequately supported by clinical
instructors?
 Challenges and Opportunities: What challenges do student nurses face during
clinical practice? How can we optimize these experiences to enhance academic
performance?

In summary, this research work seeks to unravel the intricate web of factors affecting
student nurses’ academic journey at Njala University. By addressing these issues, we can
foster an environment conducive to growth, learning, and excellence in nursing education.

1.3 PROBLEM STATEMENT

The academic performance of student nurses is a matter of critical concern within nursing
education. As these aspiring nurses undergo rigorous training to acquire essential
knowledge, skills, and competencies, various factors come into play, influencing their
achievements. Unfortunately, some of these factors can have detrimental effects on students,
leading to heightened anxiety, low grade point averages (GPAs), anger, depression,
discouragement, absenteeism, and even withdrawal from college or the nursing profession.
Additionally, impaired role transition, burnout, and subpar job performance further
compound these challenges.
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Nursing students encounter a multitude of unknown stressors throughout their academic
journey. Notably, the Nursing Department at Njala University consistently records a high rate
of student dropouts and experiences other student-lecturer challenges. These issues have
contributed to a sense of indifference among many students toward their academic
responsibilities.

Therefore, this research aims to thoroughly explore and analyze the factors affecting student
nurses' academic performance, with a specific focus on those enrolled at Njala University. By
identifying and understanding these factors, we can pave the way for targeted interventions,
improved support systems, and enhanced educational experiences for nursing students,
ultimately benefiting both their professional growth and the broader healthcare system

1.4 AIMS AND OBJECTIVES

1.4.1 Aim:

The main aim of this research is to identify the factors affecting the academic performance
of student Nurses at Njala University.

1.4.2 Specific Objectives:

The specific objectives seek to address the following;

 To identify the socioeconomic and socio-demographic factors that may influence the
Academic performance of student Nurses.
 To investigate institutional factors such as curriculum design, teaching methods,
support services, and faculty-student relationships.
 To investigate the role of clinical experience factors affecting their academic
performance.

1.5 RESEARCH QUESTIONS

 What socioeconomic and Socio-demographic factors the academic performance of

student Nurses?

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  What are the institutional factors such as curriculum design, teaching methods,
support services, and faculty-student relationships that may influence the academic
performance of student Nurses?
 What are the roles of clinical experience factors that affect their academic
performance

1.6 RATIONALE/SIGNIFICANCE OF THE STUDY

Academic achievement holds significant importance for students. Educational institutions

play a crucial role in nurturing students not only academically but also emotionally. Success
in academics is closely tied to positive outcomes, as nursing students who excel academically
are more likely to secure employment and enjoy greater opportunities for career
advancement in their future endeavors[8]

While several studies have shed light on the impact of various factors, such as socioeconomic
conditions and student-lecturer relationships, on academic performance, there remains a
substantial gap concerning institutional factors. These include curriculum design, teaching
methodologies, support services, and faculty-student interactions. To address this gap, the
present study aims to comprehensively assess the factors influencing the academic
performance of student nurses at Njala University. The findings will serve as valuable
guidelines for the university administration to design effective programs, overcome
obstacles, and enhance student performance and excellence. Additionally, evidence-based
insights from this research can inform future researchers to embark on strengthening the
subject area and also other authorities for policy development and guide decisions related
to teaching methods and support services.

In summary, understanding the factors that impact student nurses' academic performance
is vital for their professional growth, patient care, and the overall advancement of nursing
education within universities. This research therefore seeks to provide evidence-based
insights that will ultimately benefit students, researchers, and the healthcare system.

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1.7 RESEARCH HYPOTHESIS

 Hypothesis (H₁): Socioeconomic and socio-demographic factors significantly

influence the academic performance of student nurses.

 Hypothesis (H2): Alternative Institutional factors have a significant impact on the

academic performance of student nurses.

 Hypothesis (H3): Clinical experience factors do not play a significant role in affecting
the academic performance of student nurses.

1.8 DEFINITION OF TERMS

 Academic performance: The students’ attained academic grades achieved through

various educational instructions in the learning environment
 Socioeconomic status (SES): A person’s overall social position to which
attainments in both the social and economic domains contribute.
 Socio-demographic factors: Variables such as age, gender, income, and parental
education that may influence a student’s motivation and support system.
 Institutional factors: Aspects of the university environment that directly influence
student learning, such as curriculum design, teaching methods, support services,
and faculty-student relationship
 Clinical experience: The application of theoretical knowledge in real healthcare
settings by student nurses during their training.
 Grade point average (GPA): A measure of academic achievement based on the
average of the grades obtained by a student
 Study habits: The behaviors and strategies that students use to manage their study
load and use study material effectively.
 Curriculum design: The structure, content, and alignment of the educational
program with the industry standards and learning outcomes.

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 Teaching methods: The pedagogical approaches used by faculty members to
deliver instruction, such as lectures, practical sessions, simulations, and e-learning
 Support services: The availability and effectiveness of academic support services,
such as tutoring, counseling, library resources, etc
 Faculty-student relationship: The quality of interactions between faculty
members and student nurses, such as mentorship, guidance, and communication
 Clinical rotations: The diverse clinical experiences that student nurses are exposed
to during their training, such as various specialties and patient populations.
 Supervision: The quality of supervision and feedback that student nurses receive
from clinical instructors during their clinical placements.

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1.9 REFERENCES

[1] V. Pitt, D. Powis, T. Levett-Jones, and S. Hunter, “Factors influencing nursing students’
academic and clinical performance and attrition: An integrative literature review,”
Nurse Educ. Today, vol. 32, no. 8, pp. 903–913, 2012, doi:
10.1016/j.nedt.2012.04.011.

[2] W. L. Nonglait, R. B. District, G. B. Laitthma, and R. B. District, “Study Habit in Relation

To Academic Achievement of the Student-Teachers in Khasi Hills Districts,” Int. J.
Creat. Res. Thoughts, vol. 8, no. 7, pp. 4660–4670, 2020, [Online]. Available:
https://www.google.com/url?sa=t&rct=j&q=&esrc=s&source=web&cd=&cad=rja&u
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A%2F%2Fijcrt.org%2Fpapers%2FIJCRT2007502.pdf&usg=AOvVaw0q37rRHd-
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[3] P. A. Ali and P. B. Naylor, “Association between academic and non-academic variables
and academic success of diploma nursing students in Pakistan,” Nurse Educ. Today,
vol. 30, no. 2, pp. 157–162, 2010, doi: 10.1016/j.nedt.2009.07.006.

[4] A. L. Díaz, “Personal, family, and academic factors affecting low achievement in
schools,” Electron. J. Res. Educ. Psychol., vol. 1, no. 1, pp. 43–66, 2003.

[5] takwa mohamed, “Factors Affecting Academic Performance Among Nursing Students
and Their Relation To Academic Achievement,” Port Said Sci. J. Nurs., vol. 9, no. 1, pp.
145–165, 2022, doi: 10.21608/pssjn.2022.83883.1121.

[6] K. Mushtaq, M. Hussain, M. Afzal, and S. A. Gilani, “Factors Affecting the Academic
Performance of Undergraduate Student Nurses,” pp. 71–79, 2019.

[7] C. Nnamani, H. Dikko, and L. Kinta, “Impact of Students’ Financial Strength on their
Academic Performance: Kaduna Polytechnic Experience,” African Res. Rev., vol. 8, no.
1, p. 83, 2014, doi: 10.4314/afrrev.v8i1.7.

[8] A. Dante, G. Valoppi, L. Saiani, and A. Palese, “Factors associated with nursing
students’ academic success or failure: A retrospective Italian multicenter study,”
Nurse Educ. Today, vol. 31, no. 1, pp. 59–64, 2011, doi: 10.1016/j.nedt.2010.03.016.

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