Assessment of the Influence of Student-Faculty Relationships on Academic Success in University of Port Harcourt School of Nursing
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- NGN 5000
Background of the Study
Student-faculty relationships play a crucial role in the academic success and personal development of students in higher education. In nursing education, where students face rigorous academic challenges and extensive clinical training, the quality of the relationship between students and faculty can significantly influence their learning experience. The University of Port Harcourt School of Nursing, a prominent institution in Nigeria, provides a comprehensive nursing program that combines theoretical knowledge with hands-on clinical practice. Given the demanding nature of the nursing curriculum, the relationship between students and faculty can be a critical factor in students' academic success and well-being.
Positive student-faculty relationships have been associated with enhanced academic motivation, better retention of course material, and improved clinical performance. Faculty members who serve as mentors and provide academic support can help students navigate difficult coursework, offer career advice, and provide emotional encouragement during stressful periods. These relationships can also foster a sense of belonging and community, which is vital in a profession as challenging as nursing. Additionally, faculty members who maintain open communication with students can address academic difficulties early and guide them toward academic success.
On the other hand, poor student-faculty relationships can lead to feelings of isolation, frustration, and reduced academic performance. Research has shown that students who feel unsupported or disconnected from their instructors may struggle academically and emotionally, leading to higher dropout rates and lower academic achievement. The University of Port Harcourt School of Nursing has not yet thoroughly explored the impact of student-faculty relationships on academic success, making this study crucial in understanding how such relationships influence nursing students’ outcomes.
Statement of the Problem
While the importance of student-faculty relationships in higher education is well-documented, there is limited research on how these relationships specifically influence the academic success of nursing students at the University of Port Harcourt School of Nursing. Given the unique challenges faced by nursing students, such as the demanding coursework and the need for clinical competence, understanding the role of student-faculty relationships in academic achievement is critical.
Students in nursing programs often experience high levels of stress, anxiety, and academic pressure. Faculty members who can provide emotional support, academic guidance, and mentorship may help alleviate some of these pressures, leading to improved academic outcomes. However, not all students experience positive relationships with their instructors, and some may feel disconnected or unsupported in their academic journey. This disconnection could have detrimental effects on their performance and overall well-being.
Therefore, this study seeks to explore the influence of student-faculty relationships on the academic success of nursing students at the University of Port Harcourt School of Nursing. By identifying the factors that contribute to or hinder positive relationships, the study aims to provide recommendations for improving the student-faculty dynamic to enhance academic performance and student satisfaction.
Objectives of the Study
1. To assess the quality of student-faculty relationships at the University of Port Harcourt School of Nursing.
2. To examine the impact of student-faculty relationships on the academic success of nursing students.
3. To identify factors that influence the quality of student-faculty relationships in nursing education.
Research Questions
1. What is the quality of student-faculty relationships at the University of Port Harcourt School of Nursing?
2. How do student-faculty relationships impact the academic success of nursing students?
3. What factors influence the quality of student-faculty relationships in nursing education?
Research Hypotheses
1. There is a significant positive relationship between the quality of student-faculty relationships and the academic success of nursing students at the University of Port Harcourt.
2. Students with strong relationships with faculty are more likely to experience higher academic success than those with weak relationships.
3. Open communication and faculty support are key factors in fostering positive student-faculty relationships in nursing education.
Scope and Limitations of the Study
This study will focus on nursing students at the University of Port Harcourt School of Nursing. It will examine the quality of student-faculty relationships and their impact on academic performance. Limitations include potential biases in self-reported data and the challenge of generalizing findings to other nursing institutions.
Definitions of Terms
• Student-Faculty Relationship: The interaction and connection between students and their instructors, including mentorship, academic guidance, and emotional support.
• Academic Success: The achievement of academic goals, including high grades, passing clinical evaluations, and overall academic performance.
• Nursing Students: Students enrolled in a nursing program, preparing to become registered nurses.
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