UNDERGRADUATE NURSING STUDENTS

Standard precautions are essential infection control practices that protect both healthcare workers and patients from the transmission of infectious diseases. Compliance with these precautions is particularly critical for nursing students, who are frequently exposed to clinical environments during their training. This study assessed the knowledge and compliance with standard precautions among undergraduate nursing students at the University of Benin, Benin City. A descriptive cross-sectional survey design was adopted. A total of 249 undergraduate nursing students from 200 to 500 levels were selected using a simple random sampling technique. Data were collected through a structured questionnaire and analyzed using the Statistical Package for the Social Sciences (SPSS) version 26.0. Descriptive statistics such as frequency, percentages, and mean scores were used, and a chi-square test was employed to assess the relationship between knowledge and compliance levels. Out of 249 questionnaires distributed, 246 were valid for analysis, resulting in a response rate of 98.8%. Findings revealed that 70.7% of students demonstrated good knowledge of standard precautions, while 29.3% had poor knowledge. Regarding compliance, 77% exhibited high compliance, and 23% showed low compliance. The major barriers identified were lack of personal protective equipment (mean = 3.2), time pressure in clinical settings, insufficient supervision, and inadequate training. Hypothesis testing revealed no statistically significant relationship between knowledge and compliance (χ² = 2.703, p = 0.100). The study concluded that undergraduate nursing students generally possess good knowledge and demonstrate high compliance with standard precautions. However, knowledge alone does not guarantee compliance, as external factors such as resource availability and supervision play significant roles.It is recommended that continuous training programs, improved resource provision, and closer clinical supervision be instituted to enhance adherence to standard precautions among nursing students, thereby strengthening infection control practices within
healthcare settings.

The rise of chronic diseases among young adults underscores the imperative need to investigate the intricate relationships between personality and dietary habits. This study investigates the relationship between personality traits and dietary habits among undergraduate nursing students in a tertiary institution in Edo State, utilizing a quantitative descriptive design. A total of 244 questionnaires were distributed, achieving a 100% response rate. The study found that 32.8% of respondents identified as extroverted, while other traits like agreeableness and conscientiousness each accounted for 16.4%.The results revealed disturbing trends in students dietary habits including frequently missed breakfast (77.5%), consumed fast food (65.25%), and regularly drank carbonated or sugary beverages (85.2%), with only 20.5% eating fruits and vegetables often. Key factors influencing these habits included loneliness, academic stress, lack of cooking skills, and limited nutritional knowledge. Results highlighted a significant association between the students' personality traits and their dietary habits (p<0.05). The findings underscore critical implications for nursing practice and education, emphasizing the need for improved nutritional education and health promotion strategies among nursing students. Tailored nutrition education which takes into account individual trait differences to modify the dietary habits. Limitations included potential biases in self-reported data. Future studies are required to identify persons who are at risk of diet related diseases to inform the development of appropriate dietary interventions bearing the mind the personality traits they exhibit.
Keywords: Personality Traits, Dietary Habits, Nursing Students, Health Promotion

This study investigated factors influencing undergraduate nursing students perception of their clinical learning environment (CLE). The study assessed the knowledge and attitude of nursing students towards CLE and factors influencing students’ attitude of CLE. The population of the study comprised of three hundred and sixteen (316) students in the department of Nursing Science. The sample size was determined using the Taro Yamane formula. A representative sample of 195 respondents were selected through simple random sampling technique. Data were collected using a structured questionnaire. The reliability of the instrument was established to be 0.79. Analysis of data was carried out using frequency count, simple percentage, mean and standard deviation. Results showed that students had positive attitude (mean score of 3.20) and high knowledge (67.2%) of their CLE. Effective supervision and assessment, active participation during ward rounds, integration of theory into practice, lack of self-confidence, communication between nursing staff and students and intellectual abilities of students were identified as factors that influence students’ utilization of CLE. However, receptiveness of nursing staffs in the ward and difficulties in orientation for clinical teaching were observed not to significantly influence students’ attitude of CLE. Furthermore, it was indicated that there exists a significant relationship between attitude of nursing students towards their CLE and students’ level of study at 0.05 level of significance. The study therefore concluded that the CLE is an important avenue for students to develop their professional skills and at such must show commitment. It was recommended that clinical instructors must sustain effective supervision and assessment of nursing students on clinical placement, nursing students should ensure they develop a strong commitment towards learning in the clinical environment by asking questions about procedures not clearly understood and curriculum planners in nursing science should ensure that instructions in clinical learning are constantly improved upon