Assessment off Learniing Process Obstaclles among Nursiing Students iin Techniicall Nursiing IInstiitutes

Abstract

Learning obstacles are defined as those factors that negatively affect the ability of the learner to pay attention to the process information. Learning obstacles are the resistance to the attainment of the goal including impeding the activities and conflicting goals (Washburn, 2012). This study was a descriptive aimed to assess the learning process obstacles among nursing students in Technical Nursing Institute, the study conducted at two technical nursing institute one for Girls at Nasser City Police Hospital and the second for Boysat Camp recruits Kilo 26 Cairo-Suez Road belonging to policeman subject were 100 technical nursing institute nursing student those represent 50% of all studied nursing student 1st and 2nd grade technical nursing institute at academic year 2013-2014 selected by simple random sample. An initial pilot study was carried out among students in order to test the study tools applicability and the time consumes to fill in. All the studied sample of pilot study was not included in the study sample. Some modifications in the statement of the tool were changed after exposed the tools of expertise of faculty of nursing to ensure the contents validity. Tools for data collection: The following tools were used for data collection: Part (I): An Questionnaire sheet that was designed by the researcher after reviewing the current related literatures to assess: nursing student knowledge about the institutional studied courses, its types, the general objectives, methods of teaching and evaluation. it was consisted of; demographic characteristics of the students (such as; age, sex, level of … ect.), Student's nurse knowledge about the studied course, its type, the general objective. Part (II): Student evaluation of the institute for being a media for learning adopted form Grandner and Suplee, 2010, it consists of 10 items concerning the learning atmosphere to facilitate learning process by the clinical instructor, the ten items was Professional competence, professional growth, providing feedback, communication, problem solving, teaching skills, organization, role model, appreciation of diversity and caring, understanding and empathy. Part (III):Student clinical stressor scale, Sebaie, 1991, applied by (Badr, etal 1999) it was used to assess level and types of stress among nursing student during clinical area it include 45 standard fall into 4 main dimension which were nature of nursing profession 7 item, clinical sitting 12 item, working with deferent types patients 15 item and evaluation process 11 item. The tool likert like rating scale ranging from unstressful, slightly stressful, and moderate stressful and highly stressful. According to the score obtained by reach student. Part (IV): In job stressor adopted form Ghalial, (2013), to assess the student physical, psychological, social and work stressor. Part (V): An observation check list, adopted from Environmental Assessment Checklist for Healthy Schools (2012) was checked by the research to assess the adequacy of the physical and environmental structure component of the institute such as; skill lab equipment, availability adequate number of class room, seats for the student, class size ratio, appropriate light and ventilation in classes were convent, there was system for regular maintained and reviewing of the building. Field Work: The field of work was start at the academic year 2013, 2014 at the first week of October (2013) up to the end of May (2014), by the researcher to explain the study and take their approval to participate in the study prior to any data collection. The research was available 3 days/ week from 8 Am to 1 Pm in each study setting. The aim of the study and the expected outcomes were explained for the studied sample. The researcher interviewed each student individually using the study tools for 10-20 minutes.