nursing student

This study aimed to assess the knowledge and attitude towards research conduct among undergraduate nursing students at the University of Benin, Benin City. A total of 282 students participated in the study, which employed a descriptive cross-sectional design using stratified random sampling. Data were collected through a structured questionnaire, and both descriptive and inferential statistics were used for analysis, including chi-square tests at a 0.05 significance level. The results revealed that while 45.0% of students demonstrated good knowledge of research conduct, a combined 55.0% exhibited fair to poor knowledge. In terms of attitude, 73.0% showed a positive disposition toward research engagement, while 27.0% expressed negative attitudes. Notable barriers identified included limited access to research materials (76.3%), time constraints (76.9%), and a lack of mentorship (78.0%). Statistical analysis indicated a significant positive association between research knowledge and attitudes (p < 0.001). Students with greater knowledge were more likely to express positive attitudes toward research. The study recommends strengthening the research component of the nursing curriculum, expanding access to research tools and databases, and implementing structured mentorship initiatives. Creating supportive research environments is also essential to promote active participation. These findings offer valuable insights for nursing educators and academic institutions seeking to cultivate a robust research culture among undergraduate nursing students.

The relationship between academic performance and clinical practice is a crucial area of focus in nursing education. Academic performance serves as a foundation for the theoretical knowledge required in clinical practice, while clinical experiences provide opportunities to apply this knowledge in real-world healthcare setting. However, bridging the gap between academic and clinical environments remains a significant challenge for nursing students globally. Several factors influence nursing students' academic performance, including stress, satisfaction with learning environments, and access to educational resources. This study assessed evaluated the influence of academic performance on clinical practice of nursing student in a tertiary institution in Benin City. A descriptive cross-sectional survey was conducted among 253 nursing students from 300-500 level in the University of Benin, using structured questionnaires, and data were analyzed with descriptive and inferential statistics. Findings revealed that 70.8% of respondents agreed that academic performance significantly impacted clinical practice outcomes. The factors influencing academic performance and clinical practice included access to learning resources (85.9%), faculty support (65.2%), peer collaboration (90.9%), and personal factors like time management and self-discipline (70.0%). Challenges faced by students included inadequate clinical supervision (58.2%), the gap between theoretical knowledge and real-life clinical scenarios (34.5%), and limited exposure to diverse clinical cases (39.2%). The study confirmed a positive relationship between academic performance and clinical competence. The hypothesis that there is no significant relationship between the level of impact of academic performance on clinical practice outcomes and the challenges faced by nursing students was not supported, hence indicating a significant relationship (p=0.03). Based on these findings, it is recommended that nursing institutions improve clinical supervision, provide more practical opportunities, and enhance resources to support students in applying theoretical knowledge efectively in clinical setting