CHAPTER ONE

INTRODUCTION

The establishment and utilization of skills laboratories are intricately shaped

by a diverse array of factors, encompassing educational, technological, and logistical

considerations. As highlighted by Gelfand and Barrows (2003), adequate funding

emerges as a cornerstone, ensuring the provision of state-of-the-art equipment and

resources within these learning environments. Moreover, the integration of modern

technologies is pivotal, as noted by Smith and Jones (2018), in enhancing the

relevance and efficacy of skills labs. This introduction sets the stage to explore the

multifaceted influences, drawing on insights from scholarly works to examine the

dynamic interplay of elements that dictate the availability and usage of skills

laboratories in educational contexts.

In Ghana, there is rarity of data on the effects of availability and use of skills lab on

students’ academic performance especially among midwifery students. It is therefore

useful to know the effects of availability and use of skills lab on the academic

performance of nursing students and this study focuses on nursing students of Akim

community health nurses training college in Ghana (CHNTC).

Background to the Study

According to Akani (2015) “A laboratory is a room, or building or a special

period of time equipped and set apart for practical or experimental studies to take

place”. He sees the skills lab as the heart of a good scientific programme which allows

students in the school to have experience that are consistent with the goals of

scientific literacy.

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 This implies that science teaching and learning cannot be completely done in

a school where there is no equipped laboratory. However, whatever is done in the

science laboratory is to obtain or acquire skills that would help to advance scientific

knowledge which subsequently would lead to the development of the human society.

In the realm of education, the establishment and effective utilization of skills

laboratories have gained prominence as vital components in fostering hands-on

learning experiences. Over the years, a growing body of literature has sought to

investigate the myriad factors influencing the availability and usage of these

specialized educational spaces. Researchers, such as Johnson et al. (2016), have

emphasized the role of funding and resource allocation in shaping the infrastructure of

skills laboratories. Additionally, the dynamic landscape of technological

advancements, as highlighted by Smith and Davis (2019), further underscores the

need to explore how the integration of modern tools impacts the accessibility and

functionality of these learning environments.

Moreover, the alignment of skills laboratories with industry demands and

standards has become a focal point in educational discourse (Brown & Wilson, 2020).

Understanding the intricate interplay of these factors is essential not only for

educational institutions but also for policymakers and practitioners seeking to enhance

the efficacy of skills development initiatives. This background sets the context for a

comprehensive exploration of the factors influencing the availability and use of skills

laboratories, offering insights into the evolving landscape of practical education and

its intersection with societal and technological changes.

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 Ennen and Satin (2010) observed that laboratory method of teaching is an

activity involving a two-way approach carried out by one or more persons through the

exercise and experimental approaches both of which are useful in science teaching.

The experimental approach provides an opportunity for students to seek information

using experimental procedures. These procedures call for careful observations and

interpretation of data. It has the qualities of questioning, investigating and confronting

the unknown.

Shulman and Tamir in Akani (2015) listed five groups of educational

objectives that may be achieved through the use of the skills lab in science teaching.

Skills: manipulative skills, inquiry skills, investigative skills, organizational skills and

communicative skills.

Concept of mastery: For example, hypothesis, theoretical model, taxonomic category.

Development of cognitive abilities: Critical thinking, problem solving, application,

analysis, synthesis

Understanding the nature of science – scientific enterprises, scientists and how they

work, existence of a multiplicity of scientific methods, inter-relationships between

science and technology and among the various disciplines of science.

Development of scientific attitudes: For example, curiosity, interest, risk taking,

objectivity, precision, confidence, perseverance, satisfaction, responsibility,

consensus, collaboration, and liking science.

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 In the same way Lynch (2017) agreed that the science learning goals of

laboratory experiences include enhancing mastery of science subject matter,

developing scientific reasoning abilities, increasing understanding of the complexity

and ambiguity of empirical work, developing practical skills, increasing

understanding of the nature of science, cultivating interest in science and science

learning and improving teamwork abilities. Van Merrienboer and Kirschner (2017)

also stated that, laboratory training is frequently used to develop skills necessary for

more advanced study or research. Akani (2015) in stating the functions of the

laboratory in science teaching observed that the use of the laboratory develops

interest, good attitudes and values in students. This is evidently indicated in the study

of Saniie, Orukklu, Hanley, Anand and Anjali (2015) which outlines that laboratory

learning creates and evaluates rich interactive learning environment that are usable in

classroom practice and thus pushes forward the envelope of learning technologies

including three dimensional visualization model manipulation, multi-sensory

feedback and design based on learning. Most science skills lab equipment allows

students to interact directly with the data gathered as well as make teaching and

learning easy for both the teachers and the learners. Skills lab teaching assumes that

first-hand experience in observation and manipulation of the materials of science is

superior to other methods of developing understanding and appreciation (Van

Merrienboer&Kirschner, 2017).

According to Shafaei (2012), modern skills lab create a stress-free learning

environment that incorporates practice and reflective learning that will help students,

as well as to provide real world to independent level of functioning.

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 Thus, it is here that students are introduced to skills, concept and procedures

that they take into their clinical settings. All these merits are easily reflected in the

popular Chinese proverb; when I learn, I forget, when I see, I remember and when I

do, I understand.

Nursing and midwifery students develop their skills by using simulated

environments and equipment. Good midwifery and nursing training schools combine

classroom teaching with laboratory experiments to ensure that their students grasp

each and every concept thoroughly. It is also believed that skills lab teaching and

experiments that are being conducted there help encourage deep understanding in

students. Students are able to retain the knowledge for longer when they see the

experiments being performed in front of their eyes. Skills lab equipment allows

students to interact directly with the data gathered. This distal creatures will be

presented so as to allow both interactive viewing and simulated physical and chemical

manipulation, anatomical models, electronic stimulator, modules for conducting

standardized patient encounter and will encourage students to go beyond traditional

learning methods as well as to apply the learning that they experience in the modern

skills lab to their clinical performance.

A cross-sectional study performed by Alamgir Khan, Shabbir, Qamar and

Rajput (2017) in Pakistan in determining the effect of skills lab training on academic

performance of medical students indicates that, the acquisition of clinical skills

significantly improved with 95% of their respondents when trained in a skills lab.

Similarly, a study to find out the impact of skill on learning of clinical skills in

preclinical years was conducted by Ali, Nisar, Ghassan and Khan (2011) in

Abbottabad.

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 They recruited 150 students of pre-clinical years and found that training in

skills lab significantly improved the performance of students and understanding of

basic subjects. They further reported that apart from clinical skills, other attributes,

like communication skills, are developed through skills lab training. Strand, Nåden

and Slettebø (2009) also performed a study to investigate how skills lab training

enhances students’ learning in Jordan. They noted that the feeling of security is the

main factor that enhances learning along with team work, psychomotor involvement

and having a “modern-minded” teacher.

In Africa, the labSkills Africa is the college’s flagship global health initiative

established to build capacity and improve the standards and quality of pathology and

laboratory medicine services in Sub-Saharan Africa through skills training,

knowledge transfer, leadership development and mentoring. This initiative was

developed and implemented by the college in partnership with the college of

pathologist of east, central and southern Africa (COPECSA), east, central and

southern Africa health community (ECSA-HC) and the British Division of the

international Academy of pathology (BDIAP). This was aimed to contribute towards

the improvement of clinical decision-making and increase patient safety through

measures designed to raise the standards and quality of specific laboratory services

and tests that supported the diagnosis and management of health conditions related to

the Millenium Development Goals. It served health professionals in Kenya, Tanzania,

Uganda, Zambia and Zimbabwe which was highlighted in a report by the Royal

College of Pathologists in 2011 (Lobo, McQueen, Beale &Kocjan (2011). Moreover,

the labSkills are critical for the diagnosis and management of many conditions that

are common in Sub-Saharan Africa and which are associated with childhood and

maternal mortality.

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 However, chronic neglect (through a lack of quality assurance systems) has

resulted in these diagnostic services becoming the bottleneck in the delivery of high

quality healthcare. It further states that, significant rates of poor quality testing,

diagnosis and slow turnaround times in African laboratories generate misleading

clinical information and consequently, delayed or inappropriate treatment (Lobo,

McQueen, Beale &Kocjan (2011).

The government of Ghana opened 15 additional nurses and midwifery schools

between 2010 and 2014 to train more skilled nurses and midwives in order to meet the

Millenium Development Goals 4 and 5. Student numbers also increased from as low

as 50 students per school per year to as many as 250 students in some schools.

Unfortunately, in most schools the required infrastructure and qualified tutors to

support quality education for the increased number of students were not in place. This

shortage has contributed to poor performance by student nurses and midwives at

licensure examinations. Starting in 2010, the Maternal and Child Health Integrated

Program (MCHIP) was invited by the U.S Agency for International Development

(USAID) to support the government of Ghana in enhancing quality improvement at

all pre-service midwifery institutions. Overall, according to the USAID (2011), the

implementation of the MCHIP program progressed well as a result of the strong

collaboration with the Ghana Health Service and the HRHD unit of the Ministry of

Health. These improvements include; strengthening skills labs (provision of needed

resources) at new schools, supporting the integration and utilization of skills labs into

teaching calenders and structure and increasing support to preceptors and clinical care

sites to ensure standardization of practice.

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 The MCHIP further recommended that, there should be an improvement in the

skills lab where all midwifery schools in Ghana need at least a minimum package of

models and teaching materials as outlined in the standardized skills lab manual

produced by the MCHIP

However, none or very few studies have been done in our country in

determining the impact of the availability and use of skills lab on student midwives

academic performance.

Statement of the Problem

Despite the increasing recognition of the pivotal role skills laboratories play in

hands-on education, a critical issue persists concerning the availability and utilization

of these learning spaces. The challenge lies in navigating a complex interplay of

factors that impact the establishment and sustained use of skills laboratories.

Inadequate funding, as evidenced by studies such as those conducted by Martinez and

Garcia (2018), hampers the procurement of essential equipment and resources.

Moreover, there is a pressing need to understand how technological advancements,

identified by Jones and Brown (2021), influence the integration and effectiveness of

skills laboratories in educational settings.

Furthermore, the misalignment between the skills cultivated in these

laboratories and industry demands, highlighted by recent research (White & Smith,

2022), poses a significant concern. This problem statement underscores the imperative

to address the multifaceted challenges impeding the availability and use of skills

laboratories, necessitating comprehensive research and strategic interventions to

enhance the impact of practical learning environments in education.

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 On the successful implementation of the MCHIP program where skills lab

were established in some midwifery and nursing training schools in Ghana, the

program further recommended that, there should be an improvement in the skills lab

where all midwifery schools in Ghana need at least a minimum package of models

and teaching materials as outlined in the standardized skills lab manual produced by

the MCHIP. A report retrieved from Gelli, Masset, Folson, Kusi, Arhinful, Asante,

and Drake (2015) on the availabity of skills lab in the various nursing and midwifery

institutions in Ghana indicates that until the skills lab was refurbished a year ago,

tutors at the Korle Bu Midwifery Training school in Accra delivered health care

instructions using makeshift teaching aids and out-of- date materials but thankfully

through the Maternal and Child Survival Programme (MCSP) support, all Midwifery

and Community Health Nursing Training Schools in Ghana will be provided with

fully equipped skills lab and linked into e-learning platform to provide supplemental

learning materials by the end of 2015. Owing to the numerous benefits derived from

teaching and learning at a skills lab and the paucity of research on the effect of the

availability and use of skills laboratory on midwifery students’ academic performance

in Ghana, there is the need to investigate in Ghana, how midwifery students’

performance is being affected by the availability and use of skills lab.

Purpose of the Study

This study aims at investigating the effects of the availability and use of skills

lab on nursing students’ academic performance among nursing students in CHNTC.

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Objectives of the Study

This study seeks to;

1. Assess the effective use of the available skills lab facilities in Community

Health Nursing Training Schools Akim Oda

2. Determine the perception of student nurses on the use of skills lab in

Community Health Nursing Training college Akim Oda

3. Determine the relationship between the availability and use of skills lab and

nursing students’ academic performance in Community Health Nursing

Training college Akim Oda

Research Questions

1. How efficient is the use of the available skills lab facilities in Community Health

Nursing Training Schools Akim Oda?

2. What is the perception of student nurses towards the availability and use of skills

lab in Akim Oda community health nurses training college?

3. What is the relationship between the availability and use of skills lab Community

Health Nursing Training Schools Akim Oda?

Significance of the Study

1. The availability and use of skills lab in Community Health Nursing Training

Schools populated with humanistic anatomical models- enable health tutors to

demonstrate medical procedures and standards to student midwives and

nurses. The skills lab provides students the opportunity for first hand practices

on models before they are presented with a similar situation in the health

facility.

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 It gives the tutors the assurance that students would not go out there and mess

up because they know that the student has experienced similar thing before.

This study will contribute to the field of midwifery education by bringing into

light the available skills lab and how efficient the facilities are used in Nursing

and Midwifery Training Colleges in Ghana. The research findings could also

stimulate future research.

Delimitation

1. The study is delimited to the effect of the availability and use of skills

lab among nursing students of Community Health Nursing Training Schools

Akim Oda

Also the study targeted only year two and year three for both certificate and diploma

nursing students from the entire population. The first years for both certificate and

diploma were not included because they were freshers and have not been exposed to

the skills lab during the study. Therefore the outcome of this study cannot be

generalized to all nursing students in nursing and midwifery training colleges in

Ghana.

Organisation of the Study

The study is divided into five chapters. The first chapter consists of the

background to the study, statement of the problem, purpose of the study, objectives of

the study, research questions and significance of the study. It also consists of

delimitation of the study and the organization of the study. Chapter two on the other

hand focuses on reviewing related literature. Following is chapter three which

discusses information on the methods used to conduct the study. It consists of the

research design, population, sample and sampling procedure, research instruments,

data collection procedure and the data analysis procedure.

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Chapter four dealt with the presentation and discussion of results. The final chapter

entails the summary, research findings, conclusion, recommendations and suggestions

for further study.

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 CHAPTER TWO
LITERATURE REVIEW

Overview
This section review documents relating to the topic “effect of the availability

and use of skills lab on midwifery students’ academic performance”. It discusses the

background of; (a) the concept of midwifery in Ghana, (b) role of student midwives,

(c) Skills lab,(d)learning in a skills lab, (e) perception of students towards learning in

a skills lab and (f)relationship between the availability and use of skills lab and

students’ performance.The purpose of the chapter is to provide an in-depth critical

review of the literature.

Skills Lab

It is impossible to imagine science without laboratories. Our concept and

image of science is fundamentally defined by those special buildings in which experts

utilize vast technical resources to investigate natural phenomena and processes.

According to Bugaj and Nikendei (2016), skills lab in its broadest term, refers to

specifically equipped practice rooms functioning as training facilities offering medical

students, physicians in training and other medical staff alike a protected, fault-

forgiving environment for the practice of basic and specific clinical skills either

independently or mediated by teaching staff and the provision of computer aided

teaching programs. Fecher et al. (2018) is also of the view that, the skills lab is an

innovations consultancy which facilitates cultural change that allows people to

develop soft-skills needed to learn, work and lead happy lives.

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 Nwachukwu,Lachman and Pawlina (2015) believe that education and on-

going professional development needs to focus more on developing soft-skills that

will help people lead successful lives in a rapidly changing world and as such skills

lab provides the tools, training and expertise based around the principle that a range of

skills can be taught and maintained by simple feedback systems.

Learning in a Skills Lab

A study by Rominski, Lori, Nakua, Dzomeku and Moyer (2016) indicates that

learning and training is part of both the bachelor degree in midwifery and diploma in

midwifery in Ghana, although unanswered questions remain as to how students learn

practical skills. Students express anxiety and worry about their perceived lack of

preparation for practice through lack of time. Ethically it is necessary for students to

master basic procedures prior to practising on patients (Akaike, Fukutomi, Nagamune,

Fujimoto, Tsuji, & Ishida, 2012). In order to meet clinical challenges, skills lab have

been established (Lehmann, Bosse, Simon, Nikendei, &Huwendiek, 2013). Flin and

O’Connor (2017), underline that the training of practical skills in a skills lab increases

patients’ safety. Bridging the gap between theory and practice, the midwifery

educator can facilitate the transfer from theory to practical work by focusing on a

controlled simulation of reality. Certain teaching strategies linked to the use of skills

lab facilitate practical learning and self-confidence (Rush, Ooms, Marks-Maran&

Firth, 2014).

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 Students acquire unique learning experiences and request time with adequate

equipment to get hands-on and visual pre-clinical experiences in a skills lab. In a

secure setting, the student’s experiences stimulate learning by bridging the gap

between ‘knowing’ and ‘doing’ (Rominski et al., 2016). Many studies underline that

significant learning takes place during debriefing periods following each practical

training. Utz, Kana and Van Den Broek (2015), found that medical skills lab led to an

improvement in procedural skills compared to standard training or no training, when

assessed by simulator performance and immediately post-training. They point out that

there is lack of well-designed trials addressing the transferability to clinical practice

and the retention of skills over time. According to Ennen and Satin (2010) skills lab

are also considered beneficial for the practice of case scenarios which can be used for

the training of multiple skills simultaneously as well as for improving teamwork.

Examples of skills taught using a skills lab approach during undergraduate or pre-

service training include: vaginal examination, monitoring of the progress of labour,

conducting normal vaginal delivery, episiotomy repair, giving intravenous and

intramuscular injections, transurethral catheterization and counseling skills (Rush et

al., 2014).

Ennen and Satin (2010) consider that, it is important to cover basic skills first

before proceeding to more complex scenarios, meaning that equipment in standard

skills lab may need to be expanded to provide the opportunity to learn or revise these

basic clinical skills. Other authors highlight the need to ensure that when using cases

scenarios in training, it is essential to be able to adapt these to the level of the

participants (Bugaj&Nikendei, 2016) as well as to include a broad variety of clinical

scenarios in training (Utz et al., 2015).

15
 Skills lab are a perfect setting to conduct objective structured clinical

examinations (OSCE) and canals used to integrate information technology learning

resources that focus on self-directed learning (Akaike et al., 2012). However, the

opening hours of a skills lab need to reflect the needs of students engaged in self-

directed learning and may need to include hours outside of the regular or planned

teaching sessions (Bradley &Postlethwaite, 2003).

But unfortunately, skills lab is usually unavailable in most schools. A

synthesis report by Livingston et al. (2014) on the assessment of nursing and

midwifery education and training capacity at seven training institutes in the

Democratic Republic of Congo revealed that, the majority of those at surveyed

schools reported inadequate number or total absence of anatomical models,

computers, and internet facilities in their skills lab. Out of the seven surveyed schools,

five were reported to have a critical shortage of materials and equipment in clinical

training sites. The shortage includes gloves, detergents, antiseptics, thermometers,

stethoscopes and sphygmomanometers. In addition, it was reported that there were

high numbers of students in health facilities required to share a limited quantity of

equipment and consumables. Concerning textbooks and learning materials, only one

school was reported to have an adequate quantity of textbooks. The other six surveyed

schools were reported to offer very limited access to textbooks, periodicals and

journals. Access to electronic journals and books was reported to be almost

impossible for students and teachers, due to lack of computers with internet

connections on campus.

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 With respect tocomputers and internet, although respondents from all schools

indicated a lack of computers from their campuses, majority of surveyed students

declared to own computers as well as a good number of teachers. But all surveyed

schools reported internet to be a rare resource that could not allow them having access

to e-library, e-journals and research. In most cases, students and teachers could not

access internet on campus. They could, however, access it from their homes, at a

cybercafé, or elsewhere.

Perception of Students towards Learning in a Skills Lab

A study performed by Hashim, Qamar, Khan and Rehman (2016) on the role

of skills lab training in medical education which was aimed at evaluating the

perceptions of final year medical students towards skills lab training revealed that,

about 84% to 89% students opined that skills lab training increased their motivation

for becoming doctor and developed interest in learning clinical skills. Ninety-one

percent students perceived that they will benefit from skills lab training and about

62% responded that they had no time pressure while performing clinical skills in

skills lab. The results of their study showed that 70% to 75% students will feel secure

of not doing something wrong or hurting the patient while learning clinical skills on

manikins in skills lab. Again, about 93% students professed that skills lab training

will enhance their confidence and majority was of the view that confidence plays a

major role in learning clinical skills in a skills lab.

17
 Generally, their study showed a significantly higher frequency of students who

were in favour of skills lab training due to multiple advantages that skills lab training

offers for the learning of clinical skills. Also, their results indicate that learning is

enhanced in a secure environment when students feel that they would not hurt the

patient or do something wrong while performing clinical skills. In support with

Hashim, Qamar, Khan and Rehman (2016), the work done by Soliman (2014) to

determine the perception of undergraduate medical students about skills lab training at

King Saud University Medical College, Riyadh, Saudi Arabia also reported that about

82% of their study population responded that clinical skills can be learnt better in

skills lab before dealing with real patients. Similarly, Smyrnakiset al. (2008)

conducted a study on 132 students to determine response of students to skills lab

training. Their study indicated that 87% of their study population was satisfied with

skills lab training and 86% stated that they would like to attend the skills lab sessions

again. Overall, on a scale of 0 - 10, their clinical skills lab scored 9.13% showing high

tendency of students towards skills lab training.

These findings are in line with Ziv, Small and Wolpe (2000) which

highlighted that many undergraduate curricula and postgraduate training programs

have attempted to address patient safety by developing simulation based training

programs for risky procedures and by using simulation facilities to explore ways of

reducing medical errors. According to Ziv et al. (2000), simulated environment

provides a safe environment for practice and promotion of patient safety. Weller,

Nestel, Marshall, Brooks and Conn (2012) also recommended the use of a skills lab

because it provides opportunities for students to learn and practice skills in a

controlled environment on models and mannequins, before they have to perform them

on patients.

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 This signifies that students carry the perception that with a skills lab, they will

be able to perform back a skill after being taught until they master it. Moreover, there

are a wide variety of realistic simulation models that may be useful for procedures

which may be painful, embarrassing, difficult or harmful to vulnerable patients. Such

models may be used to practice therapeutic skills such as injections and suturing

(Soliman (2014). This led to the conclusion drawn by Hashim et al. (2016) that,

medical students perceived skills lab training, a favoured learning strategy as

compared to practising on real patients for acquisition of clinical skills, knowledge

and attitude and as such, all the stake-holders need to give due attention to this

important 'technological advancement' for improvement of medical education in their

own teaching and learning environment.

Relationship Between the Availability and Use of Skills Lab and Students’

Performance.

According to Lehmann et al. (2013), clinical skills acquisition is an important

aspect and a bridge between gaining procedural knowledge and clinical competence.

Scalese, Obeso, and Issenberg, (2008) is also of the view that skills lab offer a

'mistake forgiving' training environment and studies have shown that such training

improves procedural skills not only in novices but also in experts (Utz et al., 2015;

Bugaj&Nikendei, 2016; Lehmann et al., 2013). This applies to complex surgical skills

as well as basic clinical skills performed by medical students. The skills lab helps

ensure all students acquire the necessary techniques and are properly assessed before

practising on real patients (Rush et al., 2014). Similarly, a study to find out the impact

of skills lab on learning of clinical skills in preclinical years was conducted by Ali et

al. (2011).

19
 They recruited 150 students of pre-clinical years and found that training in

skills lab significantly improved the performance of students and understanding of

basic subjects. They further reported that apart from clinical skills, other attributes,

like communication skills, are developed through skill laboratory training.

Strand et al. (2009) also performed a study to investigate how skills laboratory

training enhances students’ learning. They noted that the feeling of security is the

main factor that enhances learning along with team work, psychomotor involvement

and having a “modern-minded” teacher. They emphasized that majority of their

respondents stated that the feeling “if something went wrong, nothing would happen”

made them fear-free, secure and confident, which provided them the impetus to learn

clinical skills. They argued that such 'fear-free' learning environment cannot be made

available to students in wards on real patients. Better patient outcomes, linked directly

to simulation-based medical education, have been reported in several studies using

historical control groups that address reductions in catheter-related bloodstream

infections, and postpartum outcomes (e.g., brachial palsy injury) (Barsuk, Cohen,

2009; Draycott, Sibanda, Owen, 2006). Such work suggests that traditional clinical

education is inadequate if the goal is skill acquisition and patient safety. The purpose

of skills lab is to support the acquisition of the clinical skills through hands-on

training, within non-threatening environment. The skills lab training ensures that all

the students are provided equal learning opportunities before approaching the real

patient. A clinical skills lab should be utilized by the undergraduate and postgraduate

students to learn not only professional skills, but it should be part of medical

education to achieve continuing professional development.

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 CHAPTER THREE

METHODOLOGY

Overview

This chapter deals with the methods used for the research. It contains the study

design, the study area, population of the study, sampling and sampling procedure, data

collection and method of analysis and ethical consideration.

METHODOLOGY

The general purpose of the study was to assess the factors influencing

students’ academic performance in Akim Oda nurses training school, the study intend

to look at various factors such as Attitude of students, school resources, leadership

aspect, skills and abilities of teachers, classroom environment, guidance and

counseling, time management, motivation and encouragement, teaching and learning

material, social media, class attendance etc, and how they influence student academic

performance, the study will also look at the effects associated with poor academic

performance.

This chapter discussed number of issues and these included the research design,

population of the study, project area, sample and sampling techniques, research

instruments, data collection and data analysis.

Research Design

Cross sectional quantitative study design deals with the collection of

information or data to help get the knowledge level of the individuals under the study

and to answer questions. Trochim (2006) holds that “the research design refers to all

the overall strategy that researcher chooses to integrate the different components of

the study in a coherent and logical way, thereby, ensuring you will effectively address

the research problem; it constitutes the blueprint for the collection, measurement, and

21
analysis of data, There are about three research designs; qualitative research design

the one that generates words as data for analysis Patton (2009), quantitative research

design is the one that generates numbers as data for analysis Patton and

Cochran(2002), and mixed-method design comprises both qualitative and quantitative

research designs.

The School is located in the eastern region of Ghana. The researcher find out

the experience in-depth the causative factors of students’ poor performance from

participants themselves (students) as to what extent are they comfortable with

teaching/learning environment at school explained recommended strategies in the

study according to the response of the respondents to what they have said and not said

by looking their feelings during the interviews.

Study Area

The Community health Nurses 'Training School is located in Akim Oda in the

Birim Central Municipality in the Eastern Region of the Republic of Ghana. The

school is within a suburb called Jamaica. It shares boundaries with St. Francis Senior

High School, Oda Government Hospital and Alright Community on the North, West,

South, and East respectively. The programs offered in the school are two (2) year

Certificate in Community Health Nursing and three (3) year Diploma in Community

Health Nursing. The population of the school is about 652 students.

Population

A population refers to the group of individuals from which sample are taken

for measurement. A population should have at least one thing in common

Kombo(2006 ) This study was carried out among the students of Community Health

Nurses" Training School-AkimOda, a tertiary educational institution in the Birim

Central Municipality of the eastern region.

22
The estimated population of the school is about 652, with the 80% of the population

being female. The age of the student are between 18 to 35 years and comes different

region of Ghana.

Sampling Procedure

This study used a sample size of two hundred (25) males and (75) females

from all 2 classes aged between 18 and above. A Sample of two hundred students was

used, with only hundred participants responding to research questionnaires. As a

result, the findings of this study cannot be generalized. Data collection tools were

distributed during classes' hours, and this could also have impacted negatively on the

findings. The researcher used simple random Sampling for the categories to determine

the respondents among the students.

Stratified sampling technique was used to select the respondent for the

study.In selecting the required number, the researcher put the population into

groups/classes called strata, before simple random sample was drawn from each

group, because the population of each class is not the same, the respondent were

selected based on the population of the class, the higher the population, the higher of

respondent being selected and since males were fewer than females, the females

dominated in the study and in all 200 students were selected from all the 2

classes/groups in the school. In the selected classes all students were given numbers.

These numbers were written on pieces of paper, folded and placed in a container. An

assistant was blindfolded to pick a paper, and that was done for the remaining classes

to sum up to get the sample size of 200.This is the breakdown of all the classes to sum

up to get the 200 respondent

23
 Data Collection Instrument

Table 1: Selection of study Participants

Class Population Sample Size

2-year certificate

Year 1 184 0

Year 2 167 125

3-year diploma

Year 1 124 0

Year 2 88 0

Year 3 86 75

Total 652 200

Instruments

The instrument used to collect data was structured questionnaire,

which is made up of close and open ended questions. Questions are a research

instrumentsconsisting of a series of questions and other prompts for the purpose of

gathering information from respondents. Spaces were also provided for additional

information if they considered that items provided were not sufficient for each

research question item. The questionnaire has 22question items.

24
 The first part of the instrument was based on the background

information of respondents. The second part was factors responsible for the poor

academic performance of students in CHNTS AkimOda? The third section which was

section C on the questionnaire also dealt with the, what are the effects associated with

poor academic performance of? The forth section which is section D on the

questionnaire also addressed what measures can be put in place to prevent poor

academic performance in the school?

Data Collection Procedure

Before embarking on the data collection exercise, an introductory letter

was obtained from the project supervisor. We addressed the participants before the

questionnaires were administered, and were informed of the purpose of the research

and the importance of their participation in this noble project. They were given 30

minutes to complete the questionnaire. They were also assured of confidentiality.

Data Analysis

After respondents had finished with their responses on the

questionnaire, they were collected, edited, coded and analyzed. Descriptive statistics

was used to analyze all the research questions. Descriptive statistics involved the use

of means, standard deviations, frequencies and percentages. The process of data

analysis required the use of a computer spreadsheet, and for this reason the Statistical

Package for Social Sciences (SPSS) was used, In order to determine the relationship

between independent and dependent variables of the study

25
 Data Processing and Analysis

Data cleaning and sample duplicate entry was used to ensure data quality due to

possible capturing errors. Questionnaires were filed for ease of verification. The

observational data was coded to facilitate statistical analysis. Serial numbers was then be

assigned to the individual edited questionnaire for the purpose of easy identification during

the coding process and rechecking of information on the questionnaire during the data

entering exercise. The raw data was entered into Statistical Package for Social Science

(SPSS) database version 22.0, check for errors, clean and analyzed. The analyzed data was

then presented in frequencies and tables. This was aimed at making the data more easily

comprehensible. Percentage analysis was also used to draw the views of the respondents on

items where they agree and disagree. This presented a clear picture of the responses of the

respondents.

Ethical Issues

In carrying out the study, the researcher introduced herself to the respondents after

obtaining permission from the authorities of the school. Respondents were assured of their

anonymity and were not allowed to provide their names nor any personal information that

will link the questionnaire to them. They were assured that the information they provide will

be used in accordance with the reason for which it is being collected. This in a way assured

them of the confidentiality of the study.

26
 Chapter Summary

The study adopted the descriptive cross-sectional design. The study also sampled 150

midwives from the entire year two and three student population within CHNTC. Using the

simple random sampling technique, the study administered 160 questionnaires to respondents

because it is believed that not all respondents will return or properly answer the

questionnaires. SPSS version 22.0 was used to analyze the data and presented in frequencies

and tables. Students’ confidentiality and anonymity was also ensured.

27
 CHAPTHER FOUR

RESULTS AND DISCUSSION

Overview

This chapter deals with presentation, analysis and discussion of the field data on the

effects of availability and use of skills lab on midwifery students’ academic performance. The

descriptive cross-section research design was employed in conducting the study. The

population for this study constituted second and third year students from the CHNTC. The

sample size used for the study was estimated at 150. Simple random sampling technique was

used to select the participants for the study. A structured questionnaire was used to collect the

data. Out of the 160 questionnaires administered, 140 correctly (93%) answered

questionnaires were retrieved and used for the analysis and discussion of the study. Data were

processed using SPSS database version 22.0 with frequency and percentage as the statistical

tool. The results were presented and discussed in line with the research questions that guided

the study.

Demographic Data of Respondents

The personal data of the midwifery students such as age, academic level, marital

status and religious affiliation of respondents were examined. This data were essential to

enable the researcher have fair idea about the personal background of the participants used in

the study.

28
Table 1- Demographic Data of Respondents

Variable Frequency Percentage

Age

18-22 83 62

23-27 74 56

28-32 3 2

33 and above None 0

Level

200 90 64

300 50 36

Religious Affiliation

Christian 135 100

Islam 13 9

Traditional 2 1

Marital Status

Single 118 84

Married 18 13

Cohabiting 4 3

Source: Field Data, 2019

From Table 1, majority 52% (73) of the respondents were between the age range of 18

– 22, 46% (64) were between the age range of 23 – 27 and least 2% (3) fell between the age

range of 28 – 32. With respect to the academic level of the respondents, 64% (90) were in

their second year whilst 36% (50) were in their third year.

On account of the religious affiliation of the respondents, 90% (125) were Christians,

9% (13) were Muslims and 1% (2) was traditional worshippers. Concerning the marital status

29
of the respondents, 84% (118) of the respondents were single, 13% (18) were married as well

as 3% (4) were cohabiting.

Results from Table 1 indicate that most of the respondents of the study were young

adults in their second year who were single and also Christians.

Availability and Use of Skills Lab

According to Rush et al. (2014), certain teaching strategies linked to the use of skills

lab facilitate practical learning and self-confidence. Skills lab also helps students acquire

unique learning experiences and request time with adequate equipment to get hands-on and

visual pre-clinical experiences which eventually stimulates learning by bridging the gap

between ‘knowing’ and ‘doing’ (Herrmann-Werner et al., 2013; Flin& O’Connor (2017).

This objective was accordingly investigated in this study.

From Table 2 out of the 140 respondents, 69% (97) of the respondents generally

agreed that students are taught the appropriate behaviour to exhibit in the skills lab. Also,

81% (113) of the respondents generally agreed that students are grouped into sizeable number

that the skills lab can accommodate for training. However, 77% (108) of the respondents

generally disagreed that there are adequate equipment and resources for students to

participate adequately in the skills lab. Again, 82% (115) of the respondents generally

disagreed that students are given the adequate hours of skills training in the skills lab.

Moreover, 70% (97) of the respondents generally disagreed that both students and materials

at the skills lab are mostly well organized for training. More so, 76% (107) of the respondents

generally disagreed that there are adequate equipment and resources for students to

participate adequately in the skills lab.

Furthermore, 82% (115) of the respondents generally disagreed that students are given

the adequate hours of skills training in the skills lab.

30
 The work of Livingston et al. (2012) on the assessment of nursing and midwifery

education and training capacity at seven training institutes in the Democratic Republic of

Congo revealed that, most of the surveyed schools reported inadequate number or total

absence of anatomical models, computers, and internet facilities in their skills laboratories.

Out of the seven surveyed schools, five were reported to have a critical shortage of materials

and equipment in clinical training sites. In addition, it was reported that there were high

numbers of students in health facilities required to share a limited quantity of equipment. Out

of the seven schools surveyed, six schools reported to offer very limited access to textbooks,

periodicals and journals. Access to electronic journals and books was reported to be almost

impossible for students and teachers, due to lack of computers with internet connections on

campus which denied them the access to e-library, e-journals and research. Bradley and

Postlethwaite (2003) also opined that the opening hours of a skills lab do not reflect the needs

of students engaged in self-directed learning and may need to include hours outside of the

regular or planned teaching sessions which agree with the results of this study.

31
Table 2- Availability and Use of Skills Laboratory

ITEM SA A SD D
F % F % F % F %

There are adequate equipment and resources for students to 20 14 12 9 74 53 34 24

participate adequately in the skills lab
Students are given the adequate hours of skills training in the skills 8 6 17 12 56 40 59 42
lab
Students are grouped into sizeable number that the skills lab can 61 44 52 37 12 9 15 11
accommodate for training
During training at the skills lab, students who face difficulties are 49 35 34 24 25 18 32 23
given individual training
Both students and materials at the skills lab are mostly well 18 13 25 18 43 31 54 39
organized for training
There is effective use of equipment and materials by students in the 12 9 21 15 37 26 70 50
skills lab during training
Students are taught the appropriate behaviour to exhibit in the skills 46 33 51 36 18 13 25 18
lab
Source: Field Data, 2019

32
Perception of Midwifery Students towards learning in a skills lab

From Table 3 out of the 140 respondents, 63% (88) of the respondents generally agreed

that in the skills lab, they can practice skills slowly until they become proficient enough to do

them at normal speed. Seventy one percent (99) of the respondents generally agreed that things

they will do in the skills lab will help them make sense of some of the theory they have been

taught. Also, 72% (102) of the respondents generally agreed that in the skills lab they can get

adequate help when they are struggling with something. Again, 70% (98) of the respondents

generally agreed that in the skills lab they will find suggestions from their peers about how they

can improve what they do which will be really helpful. Moreover, 87% (122) of the respondents

generally agreed that practicing in the skills lab will make them more skillful when they do the

same thing with a patient. More so, 90% (126) of the respondents generally agreed that in

clinical areas during examination, they will make use of skills learnt in the skills lab.

Furthermore, 72% (101) of the respondents generally agreed that things they will do in the skills

lab will help them develop general patient management skills.

The results of this study is in line with the work of Hashim et al. (2016) on the role of

skill lab training in medical education which was aimed at evaluating the perceptions of final

year medical students towards skills lab training. Their study revealed that about 84% to 89%

students were of the view that, skills lab training will increase their motivation for becoming

doctor and developed interest in learning clinical skills. Ninety-one percent students agreed that

theywill benefit from skills lab training and about 62% responded that they will have no time

pressure while performing clinical skills in skills lab. The results of their study showed that 70%

to 75% students will feel secure of not doing something wrong or hurting the patient while

learning clinical skills on manikins in skills lab.

33
 Soliman and Fauda (2008) also determined the perception of undergraduate medical

students about skills lab training at King Saud University Medical College, Riyadh, Saudi Arabia

and reported that about 82% of their study population responded that clinical skills can be learnt

better in skills lab before dealing with real patients. Similarly, Ziv et al. (2000) reported that the

respondents of their study carry the perception that with a skills lab, they will be able to perform

back a skill after being taught until they master it. Hashim et al. (2016) also added that, medical

students perceived skills lab training, a favoured learning strategy as compared to practising on

real patients for acquisition of clinical skills, knowledge and attitude and as such, all the stake-

holders need to give due attention to this important 'technological advancement' for improvement

of medical education in their own teaching and learning environment which agrees with the

results of this study.

34
Table 3- Perception of Students towards learning in a skills laboratory

ITEM SA A SD D

F % F % F % F %

In the skills lab, I can practice skills slowly until I become proficient 56 40 32 23 18 13 34 24
enough to do them at normal speed

In the skills lab I can get adequate help when I am struggling with 48 34 54 38 15 11 23 16
something

Things Iwill do in the skills lab will help me to make sense of some of the 32 23 67 48 19 14 22 16
theory I have been taught.

Things Iwill do in the skills lab will help me develop general patient 43 31 58 41 5 4 24 17
management skills

Things I will do in the skills lab will help me link theory and practice 46 33 48 34 12 9 34 24

Practice in the skills lab will make my conduct on clinical 38 27 64 46 13 9 25 18

placements/rotations safer for patients/myself and my colleagues.

In the skills lab I will find suggestions from my peers about how I can 47 34 51 36 18 13 24 17
improve what I do, really helpful.

In clinical areas during examination, I will make use of skills learnt in the 69 49 57 41 6 4 8 6
skills lab

A substantial benefit of going to the skills lab is to practice without patients 72 51 64 46 0 0 2 1

35
Practicing in the skills lab will make me more sensitive, empathetic when I 63 45 54 39 12 9 11 8
do the same thing with a patient.

Practicing in the skills lab will make me more skillful when I do the same 59 42 63 45 4 3 14 10
thing with a patient.

Practicing in the skills lab will make me more confident when I work on 48 34 74 53 2 1 16 11
patient
Source: Field Data, 2019

36
Relationship between the Availability and Use of Skills Laboratory and Students’

Academic Performance

From Table 4, majority 69% (97) of the respondents generally agreed that practice in the

skills lab improves their performance in clinical areas. Also, 70% (99) of the respondents

generally agreed that during examination, things they did in the skills lab help them to make

sense of some of the theory they have been taught. Again, 91% (127) of the respondents

generally agreed that time spent in the skills lab results in a progressive improvement in their

clinical skills. More so, 56% (78) of the respondents generally agreed that the suggestions they

found from their peers at the skills lab increases their chances of performing better during

examination. However, 89% (125) of the respondents generally disagreed that they book time in

the skills lab to improve their performance in things that have caused them problems during

examination.

A study to find out the impact of skills lab on learning of clinical skills in preclinical

years conducted by Ali et al. (2011) revealed that, training in skills lab significantly improve the

performance of students and their understanding of basic concepts. The study further reported

that apart from clinical skills, other attributes, like communication skills, are developed through

skills lab training. Strand et al. (2009) also reported earlier in their study to investigate how skills

lab training enhances students’ learning noted that, the feeling of security is the main factor that

enhances learning along with team work, academic performance, psychomotor involvement and

having a “modern-minded” teacher.

37
 They emphasized that majority of their respondents stated that the feeling “if something

went wrong, nothing would happen” made them fear-free, secure and confident, which provided

them the impetus to learn clinical skills and argued that such 'fear-free' learning environment

cannot be made available to students in wards on real patients. This finding is in line with the

results of this study.

38
Table 4- Relationship between the Availability and Use of Skills Lab and Students’ Academic Performance

ITEM SA A SD D

F % F % F % F %

Practice in the skills lab improves my performance in clinical areas. 45 32 52 37 18 13 25 18

I book time in the skills lab to improve my performance in things that 4 3 11 8 73 52 52 37

have caused me problems during examination

During examination, things I do in the skills lab help me to make sense of 48 34 51 36 15 11 26 19

some of the theory I have been taught.

Attaining proficiency in a skill in the skills lab does not imply that a 62 44 48 34 12 9 18 13
student will be proficient in his/her examination

Practice in the skills lab improves my performance in psychomotor skills 58 43 55 39 10 7 15 11

which increases my performance

When I practice a skill in the skills lab, I review my theory which helps 47 34 52 37 13 9 28 20
me progress in examination

Time spent in the skills lab results in a progressive improvement in my 68 49 59 42 2 1 8 6

clinical skills

The suggestions I find from my peers at the skills lab increases my 40 29 38 27 28 20 34 24

chances of performing better during examination
Source: Field Data, 2019

39
 CHAPTER FIVE

SUMMARY, CONCLUSIONS AND RECOMMENDATIONS

Overview

This chapter summarizes the entire research report and concludes on the findings based

on which appropriate recommendations are made to address the research questions.

Summary of the Study

This part is divided into two sections. The first section summarizes the process of the

research and the second presents summarized findings of the study. The research was

conducted to unravel the effects of availability and use of skills lab on midwifery students’

academic performance. The following research questions guided the study:

4. How efficient is the use of the available skills lab facilities in Nursing and Midwifery

Training Colleges in Ghana?

5. What is the perception of student midwives towards the availability and use of skills lab

in Midwifery and Nursing Training Colleges in Ghana?

6. What is the relationship between the availability and use of skills lab and students’

academic performance in Ghana?

The study employed the descriptive cross-sectional survey research design.

Questionnaires were used as the instrument of data collection. In all, one hundred and sixty

(160) questionnaires were distributed to respondents (student) with 93% retrieval. The data

collected was analyzed using the Statistical Package for Social Sciences (SPSS) version 22.0.

40
 Summary of Key Findings

1. Concerning the efficient use of the available skills lab facilities in Nursing and Midwifery

Training Colleges in Ghana, it was discovered that there are inadequate equipment and

resources in the available skills lab. Also, aside the fact that both students and materials

at the skills lab are mostly not well organized for training, students are not given the

adequate hours of skills training in the available skills lab.

2. With respect to the perception of student midwives towards the availability and use of

skills lab in Midwifery and Nursing Training Colleges in Ghana, it was revealed that

majority of the student midwives involved in the study have the perception that at the

skills lab, they can practice skills slowly until they become proficient enough to do them

at normal speed. They also have in mind that the skills lab will make them more skillful

when they do the same thing with a patient, will help them develop general patient

management skills as well as help them make sense of some of the theory they have been

taught.

3. On account with relationship between the availability and use of skills lab and midwifery

students’ academic performance in Ghana, the study revealed that majority of the

respondents of the study echoed that practice in the skills lab improves their performance

in clinical areas. They also hinted that time spent in the skills lab results in a progressive

improvement in their clinical skills. Again, during examination, things they did in the

skills lab help them make sense of some of the theory they have been taught as well as

the suggestions they found from their peers at the skills lab increase their chances of

performing better during examination.

41
 Conclusions

The study discovered that there are inadequate equipment and resources in the

available skills lab, both students and materials at the skills lab are mostly not well organized

for training and students are not given the adequate hours of skills training in the available

skills lab which was supported by Livingston et al. (2012) indicating in their study that, most

of the surveyed schools reported inadequate number or total absence of anatomical models,

computers, and internet facilities in their skills labs. Bradley and Postlethwaite (2003) also

added that the opening hours of a skills lab do not reflect the needs of students engaged in

self-directed learning and may need to include hours outside of the regular or planned

teaching sessions. The study with literature supporting can conclude that student midwives at

KNMTC involved in the study are not given the adequate hours of skills training as well as

inadequate equipment and resources in the available skills lab.

The study again revealed that majority of the student midwives involved in the study

have the perception that at the skills lab, they can practice skills slowly until they become

proficient enough to do them at normal speed. The skills lab will help them develop general

patient management skills, become more skillful and will help them make sense of some of

the theory they have been taught which coincide with Hashim et al. (2016) and Soliman

(2008) whose study revealed that majority of their respondents perceived that skills

laboratory training increased their motivation, become more skillful, enhanced their

confidence and will be able to perform back a skill after being taught until they master it.

The study with literature supporting can conclude that student midwives at CHNTC involved

in the study perceive the skills lab as a good initiative and support its existence.

42
 The study also revealed that most of the respondents of the study echoed that practice

in the skills lab improves their performance in clinical areas, things they did in the skills lab

help them make sense of some of the theory they have been taught as well as the suggestions

they found from their peers at the skills lab increase their chances of performing better during

examination which agree with Ali et al. (2011) and Strand et al. (2009) stating that, training

in skills laboratory significantly improve the performance of students and their understanding

of basic concepts. The study therefore concludes that there is positive relationship between

the available skills lab and the academic performance of student at CHNTC involved in the

study

43
 Recommendations

1. The Ministry of Health (MoH) together with the Ghana Health Service (GHS) should

partionately partner with Non-Governmental Organisations as well as the authorities

involve to establish well equip skills lab across all the Nursing and Midwifery Training

Colleges in the country due to its enormous benefits

2. Authorities of the Ghana Health Service in collaboration with Nursing and Midwifery

council (NMC) should allocate periods for student midwives specifically for training at

the skills lab.

3. Authorities at the Nursing and Midwifery Training Colleges in-charge of the skills lab

should well-organise materials and equipments as well as students during training at the

skills lab.

Recommendations for further studies

It is recommended that similar study should be carried out in different Nursing and

midwifery Training Colleges in Ghana.

44
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 APPENDIX A

This study surveys effects of the availability and use of skills laboratory (skills lab) on the

academic performance of nursing students in Akim Oda community health Training College.

The confidentiality and anonymity of all informants and participants are greatly assured.

Instructions: Kindly answer the questions that are in this questionnaire by using the scales

assigned to each statement, indicate by ticking (√) the appropriate bracket that answers the

questions. Please do not write your name.

SECTION A: DEMOGRAPHIC DATA

1. What level are you?

200 [ ]
300 [ ]

2. How old are you?

18-22 [ ]
23-27 [ ]
28-32 [ ]
33 and above [ ]
3. What is your Religious Affiliation?
Christian [ ]
Islam [ ]
Traditional [ ]
4. Marital status
Single [ ] Cohabiting [ ]
Married [ ]

KEYS: SA = Strongly Agree, A =Agree, D =Disagree, SD =Strongly Disagree

50
SECTION B: AVAILABILITY AND USE OF SKILLS LAB

ITEM SA A SD D

There are adequate equipment and resources for students to

participate adequately in the skills lab

Students are given the adequate hours of skills training in the

skills lab

Students are grouped into sizeable number that the skills lab can

accommodate for training

During training at the skills lab, students who face difficulties

are given individual training

Both students and materials at the skills lab are mostly well

organized for training

There is effective use of equipment and materials by students in

the skills lab during training

Students are taught the appropriate behaviour to exhibit in the

skills lab

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SECTION C: PERCEPTION OF STUDENTS ON THE AVAILABILITY AND USE
OF SKILLS LAB

ITEM SA A SD D

In the skills lab, I can practice skills slowly until I become

proficient enough to do them at normal speed

In the skills lab I can get adequate help when I am struggling

with something

Things Iwill do in the skills lab will help me develop general

patient management skills

Things I will do in the skills lab will help me link theory and
practice

Practice in the skills lab will make my conduct on clinical

placements/rotations safer for patients/myself and my
colleagues.

In the skills lab I will find suggestions from my peers about how
I can improve what I do, really helpful.

In clinical areas during examination, I will make use of skills

learnt in the skills lab

A substantial benefit of going to the skills lab is to practice

without patients

Practicing in the skills lab will make me more sensitive,

empathetic when I do the same thing with a patient.

Practicing in the skills lab will make me more skillful when I do

the same thing with a patient.

Practicing in the skills lab will make me more confident when I

work on patient

Things Iwill do in the skills lab will help me develop general

patient management skills

52
Things I will do in the skills lab will help me link theory and
practice

Practice in the skills lab will make my conduct on clinical

placements/rotations safer for patients/myself and my
colleagues.

SECTION D: RELATIONSHIP BETWEEN THE AVAILABILITY AND USE OF

SKILLS LAB AND STUDENTS’ ACADEMIC PERFORMANCE

ITEM SA A SD D

Practice in the skills lab improves my performance in clinical

areas.

I book time in the skills lab to improve my performance in

things that have caused me problems during examination

During examination, things I do in the skills lab help me to make

sense of some of the theory I have been taught.

Attaining proficiency in a skill in the skills lab does not imply

that a student will be proficient in his/her examination

Practice in the skills lab improves my performance in

psychomotor skills which increases my performance

When I practice a skill in the skills lab, I review my theory

which helps me progress in examination

Time spent in the skills lab results in a progressive improvement

in my clinical skills

The suggestions I find from my peers at the skills lab increases

my chances of performing better during examination

53