E. N. OYANA

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.

This study addresses the impact of burnout syndrome on academic performance among undergraduate nursing students, a population highly susceptible due to the demanding nature of their education. Conducted at the University of Benin and Benson Idahosa University in Edo State. The study employed the descriptive survey design and multi-stage sampling technique was used to select three hundred and nineteen (319) students in Nursing department of both Universities. A well-structured questionnaire was used as instruments of data collection. The questionnaire was made up of four sections (A, B, C, and D). Section A was made up of respondents’ Bio-data while the other sections comprised of Simple structured questions used to elicit information on the level of burnout syndrome on academic performance .The data was presented using tables and were analyzed using simple percentages, while the research hypothesis were tested using Chi-square test of association. The analysis was conducted using the IBM Statistical Package for Social Sciences (SPSS) version 26.0 for windows. The level of significance was set at p<0.05. Findings highlighted the prevalence of emotional exhaustion, academic competition, and high workload among students. Burnout significantly impacts academic performance, although it shows no correlation with gender, residence, or entry mode. The study emphasizes the need for supportive environments and interventions to mitigate burnout. Further research is recommended to explore tailored interventions, faculty roles, and long-term consequences of student burnout. Limitations include the study's cross-sectional nature and reliance on self-reported data. KEYWORDS: Burnout syndrome, Academic performance, Undergraduate nursing students.