Background: Clinical experiences form the cornerstone of nursing education, bridging theory and practice, yet their perceived influence on academic performance remains underexplored, particularly in resource-limited settings like Nigeria. At Bowen University Teaching Hospital, nursing students face unique challenges balancing intensive clinical placements with academic demands, compounded by infrastructure limitations and post-COVID adaptations. This qualitative study addresses gaps in understanding students' perceptions to inform curriculum improvements. Aim: To explore Bachelor of Nursing students' perceptions of how clinical experiences influence their academic performance at Bowen University, Ogbomoso Campus. Methods: A qualitative descriptive design was employed. Ten students (300-500 levels) were purposively selected via stratified random sampling until data saturation. Semi-structured interviews (30-60 minutes), tape-recorded and transcribed verbatim, were analyzed using thematic analysis following Braun and Clarke's six-step process. Ethical approval was obtained from Bowen University Teaching Hospital, informed consent was obtained, and confidentiality was ensured. Results: Four themes emerged: (1) Rewarding yet challenging placements enhanced theoretical retention but caused exhaustion and time conflicts; (2) Effective yet incomplete theory-practice integration, with gaps in leadership and mental health; (3) Barriers, including poor scheduling and limited support; (4) Recommendations for flexible timetables, reflection sessions, and mentorship. Figures illustrated demographics and sub-themes frequency. Conclusion: Clinical experiences profoundly shape academic outcomes but require optimization through integrated scheduling and robust support. Findings advocate curriculum reforms in Nigerian nursing programs to foster competent graduates, with broader implications for global nursing education in low-resource contexts.
Odira et al. (Mon,) studied this question.
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