Correlation of the academic and clinical performance of Libyan nursing students

Dorothy G. Buhat-Mendoza, James Neil B. Mendoza, Cristina T. Tianela, Eduardo L. Fabella


Background: Theoretical knowledge acquired in the classroom setting is necessary to enhance the clinical performance of nursing students in the same way that the latter reinforces what is learned in the classroom. However academic grade does not always reflect the competence of students in clinical setting. This study was conducted to determine a possible correlation between student academic performance in the nursing specialization subjects and their clinical performance.

Design and Method: The research employed a descriptive non-experimental approach using existing data sets. The grades of three batches of Omar Al-Mukhtar University College of Nursing (Libya) students were retrieved from the Office of the College Registrar and subjected to statistical analysis. Pearson Product Moment Coefficient was utilized to determine the relationship in the changes and movement of the two variables, Academic and Clinical Performance.

Result: Positive correlation between academic and clinical performance was observed from the three groups of students considered in this study. Correlation was noted to consistently increase from the third to the fourth year for the two most recent batches of students suggesting enhanced appreciation of theoretical and clinical nursing among students. Students who perform well in the classroom setting performed similarly well in the clinical setting.

Conclusion: The Academic Performance of 3rd and 4th year BS Nursing students of Omar Al-Mukhtar University College of Nursing correlates well with their Clinical Performance. This indicates that an academic performer rates as well in their clinical focus and may be attributed to their increased appreciation of nursing as they reach a higher year level.

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Journal of Nursing Education and Practice

ISSN 1925-4040 (Print)   ISSN 1925-4059 (Online)

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