Critical Incident Analysis in Nursing

3 March 2017

Background of the study Examination is the most reliable way of determining the level of intelligence of students in educational institutions and the level of achievement of teacher’s lesson objectives. (Duyilemi, 2003) as stated in http://allafrica. com/stories/201110061116. html. However, when a student fails to score up to the standard pass mark in an examination, such a student is deemed to have failed such examination (Esomonu,1993) as stated in http://allafrica. com/stories/201110061116. hml. The failure of students in an examination has several factors.

These factors are grouped into students based, teachers based, schools based, parents/guardians, examination agency and government’s based. This implies that almost all the stakeholders of education share in the blame of examination failure by students. Though no research has been conducted in Ghana on the causes of high failure of student nurses at the licensure in Ghana, the Nurses and Midwifery Council of Ghana (NMC) Statistical report revealed that less than 50% of the 3,223 nursing students who sat for the 2011 licensure exams assed whilst 61. 1% failed reported by ( Bonney, E. 2011, November 1 ). A study conducted in Southern Nevada University on Nevada NCLEX exam pass rate revealed that almost fifty percent (50%) of the nursing graduates who sat for the first attempt failed. (201 www. Nevada-Nursing-school. com) This was attributed to a combination of factors such as insufficient faculty and clinical instructors, educators which do not have enough teaching experience and inadequate admission criteria.

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In Ghana, more research is needed to assess the situation. The objective of this study is to identify the factors that caused the high failure of student nurses at the licensure exam at the Korle-Bu Nurses and Midwifery Training College. PROBLEM STATEMENT The licensure examination conducted by the nurses and midwifery council of Ghana is a final examination that students write before they qualify to be enrolled as registered nurses reported by (Adams, A. 2011, August 17).

Despite government’s efforts to combat the shortage of nurses in the country, there is still increasing number of student nurses failing the licensure exam, thus compounding the problem of nurses shortage in the country and financial burden on parents. Even though no research has been conducted on the high failure of students nurses at the licensure examination in Ghana, according to the Nurses and Midwifery Council of Ghana Statistics to the Daily Graphic indicated that less than 50 percent(50%) of the 3,223 nursing students who wrote the 2011 licensure examination passed to practice as nurses.

Out of the total figure of 1,254 candidates, representing 38. 9 percent, passed while the remaining 1,969, representing 61 percent were referred. Out of the 2,178 candidates who were presented for the Registered General Nursing examination, 823, representing 37. 7 percent, passed, while 1,355 representing 62. 7 percent referred. A total of 321 candidates who sat for the Registered Mental Nursing examination and out of the figure, 119, representing 37 percent passed, while 202 representing 63 percent were referred. For the midwifery examination, 679 candidates were presented, with 300, representing 44. % passing and 379 representing 55. 9% being referred and community health nursing, 45 candidates were presented, out of which 12 representing 26. 7% passed reported by ( Bonney, E. 2011, November 1). This is a confirming fact that student nurses failed massively at the 2011 licensure examination and this calls for the need for research into the matter.

The purpose of the study is to establish the factors that caused the high failure of student nurses at the licensure exams at the Korle-Bu Nurses and Midwifery Training College. Research questions 1. What are the factors that caused the high failure of student nurses at the licensure exams at the Korle-Bu Nurses and Midwifery Training College? 2. What are the qualification levels of tutors teaching in the college? 3. What caliber of students (qualifications) are admitted into the Korle-Bu Nurses and Midwifery Training College? 4.

What facilities are needed and are available for the training of students in the college. 5. What percentage of students passed in the various subjects at the licensure exams in the college? 6. What category and percentage of students (science, arts, agric) passed the licensure exams at the Korle-Bu Nurses and Midwifery Training College? 7. What are the effects of changes in school curriculum on students in the college.

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