The Relation between Students Achievement and their Satisfaction level Post Attending Training at Delivery Room

Abstract

nursing students must acquire knowledge of maternal and child nursing from antepartum, intrapartum to postpartum periods to provide theoretical and practical learning (Junthong et al., 2017). Furthermore, factors known to reduce the quality of the clinical placement experience lead to barriers of the practical training and include problematic working relationship, psychological stressors such as high workload, occupational stress, lack of supervisors support and low level of recognition and reward are all too commonly reported in health service delivery environments. These induce anxiety, inhibit learning, and impair the performance, and compromise health and well-being (Australian Government Initiative, 2018). Barriers of clinical training may be due to gap between theory and practice, lack of resources, bad time management, inappropriate learning environment either in lab or hospital, inexperienced teacher, large numbers of students, bad communication between students and the staff and the health team, objective and unsuitable curriculum. Clinical training barriers lead students to not be satisfied with the practical training, especially about the role of the teachers and the clinical curriculum.