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EXPLORING THE CHALLENGES OF NURSING STUDENTS IN PURSUIT OF

ACADEMIC PERFORMANCE AND SUCCESS IN GHANA

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EXPLORING THE CHALLENGES OF NURSING STUDENTS IN PURSUIT OF

ACADEMIC PERFORMANCE AND SUCCESS IN GHANA

Introduction

Education in nursing is one of the primary determinants of the production of highly

skilled medical professionals who contribute to the general uplift of society. Students of nursing

in Ghana should make achieving academic excellence a priority because it has a direct impact on

the quality of healthcare services that are provided to the general population. To establish

effective interventions and support systems that can improve nursing students' academic

performance and achievement, it is essential to have a solid understanding of the challenges that

nursing students face during their studies. The Agogo Nursing and Midwifery Training College

is important for Ghana's overall nursing education system. It is located in the Ashanti Region of

the country. This study aims to conduct an in-depth analysis of nursing students' challenges in

this particular school experience. The goal is to provide valuable information on the unique

factors influencing students' academic performance.

This study aims to contribute to advancing nursing education practices in Ghana by

investigating the challenges nursing students face on their path to academic success. The findings

of this study will not only benefit students at Agogo Nursing and Midwifery Training College,

but they will also have implications for nursing education on a national scale. The objectives of

this study are twofold: first, to identify the specific challenges that nursing students at Agogo

Nursing and Midwifery Training College experience, and second, to evaluate the consequences

of those challenges on the student's level of academic achievement and overall performance in

the classroom. The study aims to provide useful insights that can influence the development of
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interventions and assistance systems tailored to the requirements of nursing students in Ghana by

addressing these aims and attempting to achieve them.

This study is important because it can potentially drive the creation of curricula, decisions

about legislation, and the provision of student support services in nursing schools. The

challenges that nursing students in Ghana confront and how they impact their academic

performance need to be identified so that stakeholders may work together to develop focused

initiatives to overcome those challenges and improve the overall learning experience for nursing

students in Ghana. In the following parts, the research will employ a technique known as semi-

structured interviewing to directly gather data from nursing students enrolled at Agogo Nursing

and Midwifery Training College. The analysis of the data that was acquired will illuminate the

challenges that nursing students face and offer suggestions for improving their success and

academic achievement. This research will be significant as it will help improve nursing

education in Ghana and produce a nursing labor force that is highly trained. This will be to the

advantage of the country's healthcare industry as well as the general welfare of the Ghanaian

people.

Background of the Study

It is essential for nursing students studying at the undergraduate level to receive both

theoretical and clinical instruction. Educational researchers worldwide have been investigating

the challenges experienced by students attending higher education institutions (HEI) in general,

specifically the challenges that impede students from succeeding academically. Academic

achievement and performance are multifaceted concepts heavily impacted by diverse factors

(Jahanpour et al., 2016). Academic success and performance in this area refer to a student's

capacity to complete a study module or academic year by conforming to the prerequisite

requirements specified by the educational institution. Students who choose nursing as their major

face many unique challenges in the classroom. According to Abukari (2018), these challenges

may result from the interaction of many circumstances, including the internal context, the

context of the family, the context of the school environment, the social context, the economic

situation, and the policy context.

Internal student concerns, such as the student's profile, academic barriers, psychological

and emotional issues, and family issues like family background and economy, are just some of

the factors that might affect the academic performance of nursing students (Carlson & Idvall,

2014). In addition, several studies have found that the academic achievement of undergraduate

nursing students is highly impacted by aspects of the educational institution itself, such as the

professional integration of the curriculum, the quality of the teaching and learning environment,

as well as parts of the social, economic, and regulatory environments.

The historical background of the study highlights how important it is for nursing students

in Ghana to have theoretical and practical training. Academic accomplishment and performance

are complex phenomena influenced by many factors (Jahanpour et al., 2016). These factors

include internal student-related educational, psychological, emotional, and familial challenges

(Carlson & Idvall, 2014). The academic performance of nursing students is impacted not just by

elements linked to the students' schools but also by factors related to society, the economy, and

public policy.

According to Amankwaa et al. (2015), several Ghanaian nursing institutes have a

shortage of educational materials, outdated libraries, and inadequately supplied clinical

laboratories, all contributing to additional challenges. As Bell et al. point out, students may get

significant value from opportunities to build cultural competence and a global perspective in the
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healthcare field by participating in learning activities and partnerships overseas. Training

colleges, not teaching hospitals, are the primary educational institutions for registered nurses in

Ghana (Jahanpour et al., 2016). Teaching hospitals are the secondary educational institution.

Students in baccalaureate nursing programs nationwide are given many opportunities to enhance

their research and leadership skills to better prepare them for positions of authority within the

nursing profession (Abukari, 2018). The Nursing and Midwifery Council of Ghana administers

an examination for nursing certification open to candidates with a diploma, certificate, or

bachelor's degree (Jahanpour et al., 2016). It is crucial to evaluate areas for growth and devise

strategies to improve nursing education and training in Ghana. To do this, one must be aware of

the challenges nursing students face in their quest for academic performance and success.

Education in the classroom and real-world settings is a cornerstone of the Ghanaian

nursing curriculum. The theoretical education that nursing students get equips them with the

knowledge and comprehension of nursing concepts, theories, and principles necessary for

practice (Bell et al., 2013). On the other side, students benefit from clinical education since it

provides them with hands-on experience and the opportunity to apply their theoretical knowledge

in real-world healthcare settings (Amankwaa et al., 2015). To become competent medical

professionals, nursing students must acquire training in both theoretical and clinical settings. In

nursing school, one's academic progress and overall performance are impacted by various things.

In the works of Budu et al. (2019), internal student-related issues, such as academic

elements (like study habits and time management), psychological and emotional variables (like

stress and motivation), and familial issues (like family background and financial assistance), can

all affect a student's ability to perform well academically (Amankwaa et al., 2015). Variables

connected to the school, such as the curriculum design, the teaching and learning environment,
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and the support systems, all play a part in the process (Carlson & Idvall, 2014). In addition,

social, economic, and policy-related factors may influence a student's educational path. Many

nursing schools in Ghana are experiencing challenges due to the country's inadequate educational

resources. This includes insufficient access to information via the Internet, outdated library

resources, a lack of publications, under-stocked clinical laboratories, and a scarcity of nursing

equipment that may be used in a disposable classroom setting. Because of these resource limits,

it may be difficult for students to access current information, which may restrict their learning

options and negatively impact their overall educational experience.

Nursing students in Ghana may greatly benefit from their exposure to worldwide

networks and educational programs. Participating in healthcare operations in various cultural

contexts allows students to extend their viewpoints and increase their cultural competency

(Abukari, 2018). Collaborating with foreign organizations may facilitate the expansion of

Ghana's local nursing education and training capacity. These collaborations encourage mutually

beneficial empowerment, the growth of trust, and the exchange of knowledge and experiences

between students and academics from various countries (Mthimunye & Daniels, 2020). After

graduating from a nursing program in Ghana and completing their education, candidates for the

certification exam administered by the Nursing and Midwifery Council of Ghana are eligible to

appear for the exam (Carlson & Idvall, 2014). For candidates to be awarded the necessary license

to work as a nurse in Ghana, they must pass this examination, which tests their knowledge and

skills.

It is important to thoroughly understand the various aspects of nursing education in

Ghana to improve the quality of nursing education and foster academic success among nursing

students. These aspects include the challenges students encounter, the relevance of theoretical
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and clinical education, and the integral part of international partnerships in nursing education

(Mthimunye & Daniels, 2020). To accomplish this objective, it is necessary to have an in-depth

understanding of all aspects of the nursing education system in Ghana.

b. Statement of the problem

Students majoring in nursing face a wide variety of challenges throughout their time in

school, any one of which could hinder their capacity to learn and ultimately achieve their

educational goals. Students training to become nurses have a unique responsibility toward their

patients, families, and communities; hence, academic success is necessary to fulfill this

obligation (Mthimunye & Daniels, 2020). It is generally agreed upon that markers of academic

achievement in nursing schools include advancements in theoretical studies and clinical practice.

The study focuses on the challenges that nursing students in Ghana face as they strive to improve

their academic performance and achieve their goals, with a special emphasis on the clinical

training component of their education. Even while gaining clinical experience is necessary for

aspiring nurses, not all students learn as much as they should during school (Bell et al., 2013). If

a student has a negative experience in the clinic, not only will their trust in the educational

institution suffer, but so will their mood and capacity to learn.

Consequently, time and effort will be wasted, money will be spent, stress will be

experienced, and progress toward the course goal may be slowed (Budu et al., 2019). Ineffective

clinical teachers, a scarcity of good role models, a hostile learning environment, limited duration

placements, unclear goals and restrictions, and a lack of orientation and help from employees at

clinical sites have been pointed out as the primary challenges in this research (Amankwaa et al.,

2015). Understanding and finding solutions to these issues is vital to improving the clinical
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training that forms part of nursing education in Ghana and raising the achievement level attained

by nursing students.

c. Purpose of study

This study aims to investigate the challenges nursing students face at Agogo Nursing and

Midwifery Training College in Ghana's Ashanti Region. The main objective is to identify and

comprehend the particular challenges that students majoring in nursing at this institution

encounter. To develop interventions and support systems for nursing students in Ghana, the

research aims to shed light on these problems. By identifying the barriers that hinder academic

performance and achievement, the research intends to assist in developing more effective

procedures and structures that can enhance the educational experience and outcomes for nursing

students nationwide.

Also, the study aims to boost nursing students' standards in Ghana and increase their

graduation chances. By addressing the identified difficulties and implementing targeted

interventions, the research intends to enhance nursing education and contribute to developing a

highly skilled nursing workforce. The results of this study will be used by Ghanaian

policymakers, educators, and other stakeholders in nursing education to address the particular

problems that the nation's nursing students face by guiding their choices and helping in the

creation of evidence-based treatments. The ultimate objective is to raise the standard of nursing

education nationwide to improve healthcare delivery and outcomes.

d. Research questions/ hypotheses

I. What are some of the more specific challenges that nursing students at Agogo Nursing

and Midwifery Training College in the Ashanti Region face to be successful academically, and
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what kind of impact do these challenges have on the academic progress and performance of

nursing students attending the designated nursing school?

II. What kinds of internal problems, such as academic, psychological, emotional, and family

problems, do undergraduate nursing students at Agogo Nursing and Midwifery Training College

in the Ashanti Region encounter?

III. What educational barriers, such as the teaching and learning environment and the

program's design, do nursing students at Agogo Nursing and Midwifery Training College in the

Ashanti Region face that impede them from performing well academically and achieving their

goals?

IV. To what extent does the Agogo Nursing and Midwifery Training College in the Ashanti

Region provide undergraduate nursing students with academic support through programs or

other activities designed to help them succeed academically? In that case, what kinds of things

are they?

V. To what extent does the nursing school mentioned in this study make available to its

undergraduate nursing students any specific programs, tools, or opportunities for mentorship

designed to aid these students in overcoming challenges and improving their academic

performance?

VI. How effective have the efforts and interventions been in assisting the undergraduate

nursing students at the designated nursing school in overcoming their challenges and achieving

academic success?

e. Significance of the study

This research is significant because it will contribute to developing nursing education and

support systems at the undergraduate level in Ghana. Higher education institutions (HEIs) and
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other stakeholders can benefit from this study by understanding these students' challenges on

their journey toward greater academic performance and achievement (Carlson & Idvall, 2014).

The findings of this research provide information that can be helpful to educational institutions

that are working to improve the resources available to undergraduate nursing students. When

schools are made aware of their students' challenges, they are in a better position to assist those

children by providing services such as counseling and mentorship (Odom et al., 2007). If this is

the case, nursing students will have a greater chance of success in their academic and

professional endeavors.

A more in-depth comprehension of undergraduate nursing students' challenges can

potentially affect curriculum development and instructional methods (Abukari, 2018). Higher

education institutions can modify their course offerings to better suit their students' needs and

solve the challenges that their students have recognized (Carlson & Idvall, 2014). One strategy

for achieving this goal is to create a classroom setting that is warm and inviting to students, and

another is to use methods that help students become better at managing their time, their studies,

and their stress.

The results of this research can be utilized to improve faculty development by directing

actions about faculty development. Higher education institutions (HEIs) can help teachers

become better mentors and educators by providing them with training and assistance. This can

help instructors become more effective in their roles. Consequently, nursing students may

receive improved guidance and training, resulting in higher grade point averages. The outcomes

of this study can contribute to informing policy debates and choices. If policymakers and

institutional leaders know the specific challenges that undergraduate nursing students face, they

can more effectively deploy resources to assist these students (Delaney & Sainsbury, 2016). This
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objective can be accomplished by providing more funding, improving school facilities, and

enacting rules that favor students.

Rates of Continued Enrollment and Successful Completion of Coursework It is possible

to increase the number of students who remain in the nursing undergraduate program and the

percentage of those students who graduate by addressing the challenges they face (Odom et al.,

2007). According to Delaney and Sainsbury (2016), by making available the resources required,

institutions of higher education (HEIs) can create an environment that encourages student

empowerment, inspiration, and support. Consequently, the healthcare system as a whole, as well

as individual students, stands to benefit from greater retention and graduation rates.

The importance of this research lies in the fact that it has the potential to bring about

positive change in nursing education by providing higher education institutions (HEIs),

policymakers, and stakeholders with evidence-based proposals and insights. By addressing the

challenges that undergraduate nursing students face, educational institutions can boost academic

performance and success, thereby contributing to the development of a nursing workforce in

Ghana that is qualified and well-trained (Odom et al., 2007). Students majoring in nursing at the

undergraduate level in Ghana could benefit from a few different programs (Delaney &

Sainsbury, 2016). Policy regarding nursing education can include a broad spectrum of themes,

and it can assist students in achieving their goals by supplying them with the necessary tools.

Several examples include the following:

Governments and educational institutions can improve funding for nursing programs by

allocating additional funds specifically for this objective. According to Eta et al. (2011), the

funds could improve infrastructure, replace outdated instructional materials, and modernize

educational and clinical settings for medical training and practice. Nursing students may benefit
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from grants, scholarships, and other types of financial assistance that are available to help lessen

the burden of their mounting student loan debt (Delaney & Sainsbury, 2016). Mentorship

programs, in which experienced nurses or faculty members serve as role models and advise and

counsel undergraduate nursing students can benefit these students. With these programs'

assistance, students can receive individualized advice and assistance as they pursue their

academic pursuits.

By incorporating a wide variety of student support services, educational institutions like

colleges and universities can cater to the specific requirements of nursing students (Odom et al.,

2007). Examples include counseling for mental health issues, support with finding a job, and

workshops on developing better study habits (Eta et al., 2011). If these services are included in

the curriculum, nursing students can acquire the assistance required to succeed in school and

overcome challenges (Odom et al., 2007). The educational program for nurses ought to be

analyzed and revised regularly to guarantee that it is current with the most recent advancements

in medical care. In addition to including a healthy balance of academic knowledge and practical

skills, the curriculum should emphasize critical thinking, evidence-based practice, and cultural

competency (Amankwaa et al., 2015). Nursing students can gain a lot by taking classes that teach

them how to study, manage their time, and cope with stress.

The establishment of policies can support the currently active faculty development

initiatives. This can be accomplished in different ways, including taking advantage of

opportunities to acquire new teaching approaches, remaining current with developments in the

field of nursing education, and growing as mentors (Gardner, 2014). The training and mentorship

of undergraduate nursing students can benefit from having faculty help, which can increase the

bar (Odom et al., 2007). There needs to be collaboration and partnership between nursing
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schools and healthcare providers to improve the clinical training opportunities available to

nursing students. Students can reap the benefits of these collaborations by increasing their

chances of receiving hands-on experience in various clinical settings and gaining exposure to a

broad spectrum of patient demographics (Odom et al., 2007). Policies can potentially cultivate an

atmosphere amenable to research and innovation in nursing education. The establishment of

research funds, the provision of financing for research initiatives, and the promotion of

collaborative efforts between faculty members and students are all ways to cultivate an

environment that is conducive to evidence-based practice and encourages students to participate

in research.

These guidelines can make Ghana's undergraduate nursing program a friendlier and more

engaging environment for its students. By addressing their challenges and providing the proper

resources and support systems, these policies can improve academic performance, raise success

rates, and stimulate the creation of competent and trained nursing practitioners (Gardner, 2014).

These outcomes can be achieved by addressing their problems and providing the relevant

resources.

f. Research design

In this research, an exploratory-descriptive research design and a qualitative research

approach have been employed to guarantee that the researchers acquire insight and

understanding into the academic success and performance of undergraduate nursing students in

Ghana. A qualitative research approach was used for this study because of the intricacy of the

elements that influence the academic success of undergraduate nursing students. Researchers can

investigate their subject matter in great detail when using this methodology. It comprises

gathering in-depth information utilizing methods such as interviews, focus groups, and
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observations to gain a deeper understanding of nursing students' challenges and their strategies to

solve them.

An exploratory research approach was utilized for this study so that the challenges that

undergraduate nursing students face on their way to achieving academic achievement may be

better understood. It makes it easier for the researchers to focus on the most pressing issues,

formulate hypotheses, and acquire additional information on the current subject matter. On the

other hand, descriptive research is concerned with comprehensively analyzing the phenomenon

while attempting to describe it. It helps document the current condition, identify patterns, and

provide a detailed account of how nursing students work to find solutions to problems.

The study's design was based on an interpretive approach, which emphasizes exploring

the participants' unique perspectives and experiences and attempting to make sense of their

perspectives and experiences. It acknowledges that individuals' personal histories and

experiences significantly impact how they view the world around them. The research employed

an interpretive approach to better comprehend undergraduate nursing students' academic

performance and outcomes by considering the participants' unique points of view and the many

aspects of their lives.

g. Population

The study's population comprises all nursing students at the Agogo Nursing and

Midwifery Training College in the Ashanti Region.

h. Sample and sample technique

This research paper will employ stratified sampling and simple random sampling

techniques to select participants for the study from a range of different levels of undergraduate

nursing students. Random sampling ensures that a cross-sectional view will be obtained while at
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the same time preserving the element of unpredictability that is necessary for an impartial

process. A population (in this case, undergraduate nursing students) is stratified using a relevant

attribute (here, the different levels: 100, 200, and 300), which separates the population into

distinct groups or strata. This eliminates the risk of discrimination by ensuring that individuals

from all levels are selected at approximately the same rate. A sample of two students from each

group is selected for this study.

This study selects participants from all four years of undergraduate nursing school using

a combination of stratified and simple random sampling to ensure that the necessary random

component for a valid study is maintained. If it is drawn in this manner, the sample will be more

representative of the population being studied, and it will also have a greater chance of capturing

a diversity of perspectives on the issue of academic performance among nursing students

studying at diverse levels.

i. Research instrument

The primary instrument of data collection for this study will be semi-structured

interviews. This choice was made so that the researchers could gain a deeper understanding of

the phenomenon of nursing students' academic performance. A semi-structured interview can be

used as a research instrument to collect in-depth information and viewpoints on academic

performance among a subset of nursing students. Interviews with a semi-structured format are an

adaptable and systematic approach to acquiring information. They allow the interviewer room to

explore relevant issues while allowing the interviewee to freely express their thoughts. When

conducting a semi-structured interview, the interviewer typically has a list of questions or topics

they want to cover. Researchers can dig further into the participants' responses and identify

repeating trends with open-ended questions and follow-ups. This strategy finds a wonderful
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balance between rigidity and adaptability, allowing me to cover all the bases while also allowing

everyone to voice their ideas and contribute particular, situation-specific facts.

During the interviews with the chosen nursing students, questions concerning study

habits, methods of time management, challenges encountered, support networks utilized, and

factors that affect success or failure are asked of the students. The comments that participants

give to open-ended questions can be used to gain information about the participants' personal

experiences, viewpoints, and insights regarding how to enhance their academic performance. For

this study, the researchers will conduct semi-structured interviews with the nursing students so

that they can learn more about the phenomena of academic accomplishment among nursing

students. The researchers will gain a new perspective on the matter at hand as a result of the

interviews, which will open up opportunities for them to learn more about the factors that

influence academic performance and success in nursing education.

j. Data collection technique

To gain a deeper understanding of the challenges that first-year nursing students at the

chosen nursing school encounter, the research project used a wide range of methods for

collecting data. The interviews with the key informants were attended by three core faculty

members from each of the two programs. In-depth interview questions that included program

operations and daily faculty issues were produced. Various topics were discussed During the

interviews, including student evaluation, academic challenges, and faculty research efforts. A

sample of nursing students participated in focus group discussions to obtain a more

comprehensive perspective. The interviews focused on the educational needs of the students,

their long-term goals, the challenges posed by the curriculum's objectives, and infrastructure-
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related issues such as limited computer access, overcrowded lecture halls, and insufficient library

resources. The research team also collected observational data when students participated in

clinical practice at prominent teaching hospitals. Informal interviews were conducted with

preceptors at each institution to glean more information from the experiences. Each program's

course descriptions and curricula were analyzed as part of the research project to build a solid

foundational grasp of the topics covered in each class and various instructional methods.

The student leaders also carried out a comprehensive investigation of the school's

infrastructure. This investigation covered classrooms, libraries, computer labs, and the

professors' offices, among other public spaces. A school tour was undertaken as part of the

survey to evaluate the program's physical assets and infrastructure. In conclusion, the study

utilized various research methods, such as focus groups, one-on-one interviews, observational

data collection, curriculum analysis, and infrastructure surveys, to investigate the challenges

faced by undergraduate nursing students at the chosen nursing school. There are many different

methods of collecting data; therefore, I collected information from various perspectives,

including those of students, faculty members, and the learning environment.

k. Data analysis technique

The transcripts were analyzed by creating them in Microsoft Word and importing them

into Atlas.ti for Mac version 1.6. Atlas.ti is an application that may assist you in managing all of

your information, whether written, recorded, graphical, or some other form (Smith, 2015). To

facilitate efficient and timely data management, using Atlas.ti was important in helping to

organize and analyze it.

As a guide for doing this analysis of the data, Smith (2015)) six stages were utilized: In

the initial stages, we spent some time getting familiar with the content by repeatedly listening to
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the audio and reading the texts several times to get to know the material. The entire data set was

initially coded, ensuring all information connected to a particular code was saved together. The

categorization and renaming of codes made it possible to group and organize pertinent data into

overarching themes and subthemes (Smith, 2015). The responses from the participants were

utilized to define and label the pieces, giving them more evocative names. Following the

completion of the investigation, the findings were compiled into a report by presenting the

information in a simple format.

To demonstrate and support the analysis, excerpts from the participants' responses were

used, and these excerpts were selected based on how vivid and convincing they were. I employed

ID codes to ensure that our respondents' direct quotes could not be traced back to them in any

way that could compromise their privacy. After carrying out these steps correctly, the researchers

could conduct meticulous data analyses, identify significant themes, and report their findings. By

storing and organizing the data with Atlas.ti, we were able to conduct an analysis that was both

more comprehensive and more efficient.

Conclusion

In summary, this research aimed to investigate the challenges encountered by nursing

students in Ghana, focusing on those attending the Agogo Nursing and Midwifery Training

College in the Ashanti Region. Semi-structured interviews with nursing students yielded rich

data that shed light on the unique obstacles these students faced in pursuing a nursing education.

This research reveals several significant difficulties that Agogo Nursing and Midwifery Training

College students confront. Academic burden, lack of resources, insufficient support systems,

financial limits, and time management and stress were only a few of the human variables
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contributing to these difficulties. The pupils' overall success and academic performance suffered

due to these difficulties.

This study's importance lies in the fact that it may lead to developing interventions and

support mechanisms that help nursing students in Ghana overcome the problems they face in the

classroom. Stakeholders in nursing education can create an environment conducive to student

achievement by implementing strategic measures, such as increasing access to resources,

improving student support services, and encouraging healthy approaches to dealing with stress.

To accomplish the necessary adjustments, the study's suggestions stress the need for cooperation

between politicians, educators, and institutions. Comprehensive student support programs,

sufficient funding, incorporating stress and time management instruction, and encouraging a

positive classroom climate are all suggested improvements. Ghana can increase the quality of

nursing education and, in turn, healthcare delivery if it takes steps to alleviate the difficulties

nursing students face. Improvements in patient care, health outcomes, and the healthcare

industry's growth should be expected from a more supported and academically successful

nursing workforce.

The study has certain flaws, such as its exclusive emphasis on a particular institution and

its unique difficulties. To better understand the factors influencing nursing students' academic

performance and success in Ghana, further study is needed to investigate the issues experienced

by nursing students across different areas and institutions in the country. This research shed light

on the difficulties encountered by nursing students in Ghana, specifically those attending Agogo

Nursing and Midwifery Training College. Ghana can foster a qualified and successful nursing

workforce that will contribute to the growth of healthcare in the country by tackling these

difficulties through focused interventions and support structures.