An Examination of How Faculty-Student Interactions Influence Students’ Learning Experiences in University of Lagos College of Nursing
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Background of the Study
The quality of faculty-student interactions plays a critical role in shaping students' learning experiences, particularly in nursing education, where hands-on clinical training and personalized support are essential for academic success. Faculty members serve not only as educators but also as mentors, role models, and guides who help students navigate the complexities of both theoretical and practical nursing knowledge (Redding et al., 2023). Positive faculty-student interactions have been shown to enhance students’ academic performance, increase their confidence, and improve their overall learning outcomes (Zhang et al., 2024).
In the University of Lagos College of Nursing, faculty-student interactions can take various forms, from formal lectures to informal mentorship and clinical supervision. These interactions influence students' motivation, engagement, and the development of critical thinking skills, which are essential in nursing practice (Roth & McNeil, 2023). The quality of these interactions can either foster a supportive and enriching learning environment or create barriers to effective learning, depending on the communication style, availability of faculty members, and the teaching methods employed.
Previous research has suggested that faculty-student interactions are crucial for developing a strong teacher-student relationship that promotes student learning and emotional well-being (King et al., 2025). In nursing education, such relationships are even more vital due to the emotional and ethical complexities that students face while caring for patients in clinical settings. The role of faculty as both educators and mentors can significantly impact students’ ability to manage stress, enhance clinical competencies, and build professional identities as nurses.
This study seeks to examine how faculty-student interactions influence nursing students' learning experiences at the University of Lagos College of Nursing, focusing on both the academic and clinical learning environments.
Statement of the Problem (300 words)
The quality of faculty-student interactions has been shown to influence various aspects of nursing students’ learning, including academic performance, clinical skills development, and emotional well-being (Roth & McNeil, 2023). In the University of Lagos College of Nursing, there is a need to explore how these interactions shape students’ learning experiences. Limited research has been conducted to assess the influence of faculty-student relationships on nursing students’ academic and clinical outcomes in Nigeria, despite the growing body of literature on the topic globally.
While some nursing students may experience positive, supportive interactions with faculty, others may face challenges related to communication, mentorship, and access to faculty guidance. These challenges can impact students’ learning outcomes, their clinical competence, and their overall experience in nursing school (Silva et al., 2023). It is critical to explore how faculty-student interactions affect students’ academic success, emotional resilience, and readiness for the nursing profession.
Understanding the impact of these interactions can inform institutional policies, faculty training programs, and student support systems that enhance the learning experiences of nursing students at the University of Lagos College of Nursing.
Objectives of the Study
1. To examine how faculty-student interactions influence nursing students’ academic performance at the University of Lagos College of Nursing.
2. To assess the impact of faculty-student interactions on students’ clinical learning experiences.
3. To explore the role of faculty-student interactions in fostering professional development and emotional resilience in nursing students.
Research Questions
1. How do faculty-student interactions influence nursing students’ academic performance at the University of Lagos College of Nursing?
2. In what ways do faculty-student interactions impact nursing students’ clinical learning experiences?
3. How do faculty-student relationships contribute to students’ professional development and emotional resilience?
Research Hypotheses
1. Positive faculty-student interactions are positively correlated with improved academic performance in nursing students.
2. Nursing students who have supportive interactions with faculty have better clinical learning experiences.
3. Strong faculty-student relationships enhance the professional development and emotional resilience of nursing students.
Scope and Limitations of the Study
This study will focus on nursing students at the University of Lagos College of Nursing. Limitations include potential biases due to self-reported data and the fact that the study is based in one institution, which may limit generalizability to other contexts.
Definitions of Terms
• Faculty-Student Interactions: The interactions that occur between faculty members and nursing students, including formal teaching, mentorship, and clinical supervision.
• Learning Experiences: The academic, clinical, and personal growth experiences of nursing students during their education.
• Nursing Students: Individuals enrolled in a nursing program, preparing to become registered nurses.
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