INTERNATIONAL JOURNAL OF RESEARCH AND INNOVATION IN SOCIAL SCIENCE (IJRISS)  
ISSN No. 2454-6186 | DOI: 10.47772/IJRISS | Volume IX Issue XI November 2025  
Factors Affecting Clinical Practice at the Mabel McCombs College of  
Health Sciences  
Ms Naomi T. Joe  
Vice President for Student Affairs, Carver Christian University, Liberia  
DOI: https://dx.doi.org/10.47772/IJRISS.2025.91100079  
Received: 12 November 2025; Accepted: 21 November 2025; Published: 29 November 2025  
ABSTRACT  
Despite the importance of clinical practice in health sciences education, challenges persist that hinder its  
effectiveness. Reports from students and faculty at the Mabel McCombs College of Health Sciences indicate  
recurring issues such as inadequate clinical placements, limited access to modern medical equipment, and  
varying levels of supervision and mentorship. These challenges threaten the ability of students to acquire the  
necessary skills and competencies for their professional roles. This study addresses this gap by examining the  
factors influencing clinical practice and proposing actionable recommendations.  
According to the study, findings indicated that there was established and standardized hospital protocol to  
welcome student nurse for preceptor-ship. However, many of the participants revealed that the working  
environment was not healthy and there was no possibility for continuing professional development for interns.  
Also, the study findings suggested that most participants disagree the existence of good interdisciplinary culture  
and there was no opportunity for nursing student to participate in hospital management.  
The study outlined strategies that could contribute to improving the working environment and process of  
enhancing student nurses clinical exposure. Among the strategies suggested student nurses involvement in  
quality improvement, provision of in-service training in hospital management, performance-based stipend and  
adequate supervision were considered key among participants.  
INTRODUCTION  
Background of the study  
Clinical practice is an integral component of health sciences education, serving as the bridge between theoretical  
knowledge and practical application. (World Health Organization.2021). According to World Health  
Organization. (2019). it is identified that Clinical practice encompasses the direct provision of healthcare services  
to individuals by healthcare professionals, grounded in evidence-based standards, ethical principles, and  
practical expertise. Across the globe, the delivery of clinical care is influenced by an intricate interplay of factors,  
ranging from global trends to localized socio-economic, cultural, and institutional realities. This background  
analysis explores the factors influencing clinical practice, bridging global perspectives with the realities in  
Liberia. Global Trends in Clinical Practice Globally, clinical practice has been shaped by advancements in  
medical science, the proliferation of technology, and the establishment of evidence-based guidelines. Key  
influencing factors include: Technological Advancements: Innovations such as telemedicine, electronic health  
records (EHRs), and precision medicine have revolutionized clinical practice. (World Health Organization,  
2021).  
Gates, (2020), acknowledges that technologies enable faster diagnoses, improve patient outcomes, and expand  
access to care. Global Health Policies and Frameworks: Organizations like the World Health Organization  
(WHO) set standards and policies to promote universal health coverage (UHC), combat communicable and non-  
communicable diseases, and improve healthcare quality. Workforce Dynamics: The global shortage of  
healthcare workers, coupled with migration trends, influences clinical service delivery, especially in low-  
Page 957  
www.rsisinternational.org  
INTERNATIONAL JOURNAL OF RESEARCH AND INNOVATION IN SOCIAL SCIENCE (IJRISS)  
ISSN No. 2454-6186 | DOI: 10.47772/IJRISS | Volume IX Issue XI November 2025  
resource settings. Emerging Diseases: The recent COVID-19 pandemic underscored the need for agility in  
clinical practice, driving changes in infection control, vaccine development, and digital health integration.  
Cultural and Ethical Considerations: Global clinical practices are increasingly influenced by culturally sensitive  
approaches to care, emphasizing patient-centered models and ethical standards. Regional Influences: Sub-  
Saharan Africa In Sub-Saharan Africa, clinical practice is deeply affected by resource constraints, disease  
burden, and governance structures. Common challenges include: Limited Resources: Scarcity of medical  
supplies, infrastructure, and skilled healthcare professionals often hampers effective clinical delivery. High  
Disease Burden: Sub-Saharan Africa faces a dual burden of communicable diseases (e.g., malaria, HIV/AIDS)  
and non-communicable diseases (e.g., hypertension, diabetes). (Gates, 2020).  
Donor-Driven Initiatives: External funding and global health initiatives play a pivotal role in shaping clinical  
priorities, but these often focus narrowly on specific diseases or programs. Traditional Medicine Integration:  
The coexistence of traditional and modern medicine creates unique dynamics in clinical practice. Policy and  
Governance Gaps: Weak regulatory frameworks and inconsistent policy implementation hinder standardized  
care delivery. Local Context: Liberia Liberia’s healthcare system is emblematic of the challenges and  
opportunities inherent in clinical practice within low-income, post-conflict nations. (Gates, 2020).  
The following factors significantly influence clinical practice in Liberia: Post-Conflict Recovery: Following  
years of civil unrest, Liberia’s healthcare infrastructure remains fragile. Clinics and hospitals are often under-  
resourced, and there is a persistent shortage of trained medical personnel. Epidemic Impact: Liberia’s experience  
with the Ebola epidemic highlighted critical gaps in clinical preparedness, infection control, and public health  
coordination. Lessons learned have shaped current clinical practices, particularly in emergency response (World  
Bank. 2015) Human Resource Constraints: Despite efforts to train and retain healthcare workers, the country  
faces significant brain drain, with many professionals seeking opportunities abroad. Cultural Beliefs and  
Practices: Local beliefs about illness and healing influence healthcare-seeking behavior, often creating barriers  
to accessing clinical services. Policy Frameworks and Support: Liberia’s National Health and Social Welfare  
Policy and Plan (2011-2021) and subsequent strategic frameworks aim to strengthen health service delivery.  
However, implementation challenges persist. Community Engagement: Local communities play a vital role in  
supporting healthcare delivery, particularly through initiatives like community health worker programs, which  
address gaps in access and education. Emerging Health Concerns: The rise in non-communicable diseases,  
mental health issues, and maternal and child health challenges is reshaping clinical priorities in Liberia. Bridging  
Global and Local Perspectives Understanding the factors influencing clinical practice in Liberia requires  
synthesizing global best practices with local realities. For example: Leveraging global advancements in  
telemedicine can address geographic barriers to care in remote Liberian communities. Strengthening local health  
governance using global frameworks can ensure the sustainability of donor-driven programs. Integrating  
traditional medicine practices into modern healthcare systems can enhance community acceptance and trust in  
clinical interventions. Conclusion Clinical practice is shaped by a myriad of factors that operate at global,  
regional, and local levels. Liberia’s experience highlights the importance of contextualizing global health  
strategies to fit local needs and realities. Addressing the systemic challenges in Liberia’s clinical practice will  
require coordinated efforts, leveraging global support while fostering homegrown solutions to improve (Perry,,  
Zulliger,, & Rogers,. 2014).  
At the Mabel McCombs College of Health Sciences, clinical practice prepares students for the multifaceted  
demands of healthcare delivery. However, several factors influence the efficacy and quality of this critical  
educational component. These factors include institutional resources, faculty expertise, student preparedness,  
and the quality of partnerships with clinical sites. Identifying and addressing these factors is essential for  
optimizing clinical education and producing competent healthcare professionals. This study seeks to investigate  
the factors that impact clinical practice at the Mabel McCombs College of Health Sciences, contributing to  
improvements in student learning outcomes and overall healthcare quality.  
Training improves the effectiveness of Registered Nurses' clinical teaching skills, which consequently increases  
their confidence. This, in turn, may then lead to Registered Nurses having a more positive attitude towards their  
students and clinical teaching. Lethale et al. (2019) conducted research in Canada, which found that over half of  
the surveyed clinical teachers believed they required training for the role, including guidance while teaching. A  
Page 958  
www.rsisinternational.org  
INTERNATIONAL JOURNAL OF RESEARCH AND INNOVATION IN SOCIAL SCIENCE (IJRISS)  
ISSN No. 2454-6186 | DOI: 10.47772/IJRISS | Volume IX Issue XI November 2025  
lack of training and its negative influence on clinical teaching was also observed in a study conducted in Ireland  
by McSharry and Lathlean (2017) who found that the majority of their participants (final‐year student nurses)  
stated that clinical learning was not helpful to them because most of their clinical teachers lacked the requisite  
teaching skills due to a lack of training.  
The large workload of Registered Nurses was another factor that was found to negatively influence clinical  
teaching (Gcawu et al., 2021). Indeed, Registered Nurses who are also clinical teachers require more time to  
cope with the demands of their teaching position because they are also expected to fulfil the responsibilities of  
a full patient load (Collier, 2018). Nurse midwives have likewise expressed concern about managing their own  
workloads while simultaneously monitoring and evaluating student nurses (Bifftu et al., 2018). Ashipala and  
Nghole (2022) research similarly revealed that heavy workloads interfere with teaching roles because, apart from  
clinical teaching, these nurses have patients to see and management responsibilities. Ashipala and Nghole (2022)  
study also revealed that Registered Nurses require support from their managers if they are to be effective clinical  
instructors.  
When considering the students' role in clinical learning, Albsoul et al. (2019) found that student barriers, such  
as a lack of motivation to learn, have a negative impact on clinical teaching. Registered Nurses who are clinical  
facilitators have complained that unmotivated students show no interest in learning, which negatively impacts  
their development of key skills (Ratcliffe & George, 2022). Derya et al. (2022) further expressed that working  
with unmotivated students overwhelms Registered Nurses because, as clinical teachers, they feel as though they  
have to force some nursing students to engage with their own learning. Yet, clinical teachers are not necessarily  
trained in student engagement strategies and the pressure they are already under due to their patient workload is  
compounded by the large numbers of students they have to teach.  
Statement of the Problem  
Despite the importance of clinical practice in health sciences education, challenges persist that hinder its  
effectiveness. Reports from students and faculty at the Mabel McCombs College of Health Sciences indicate  
recurring issues such as inadequate clinical placements, limited access to modern medical equipment, and  
varying levels of supervision and mentorship. These challenges threaten the ability of students to acquire the  
necessary skills and competencies for their professional roles. The lack of comprehensive research on these  
issues further compounds the problem, leaving gaps in understanding and potential solutions. This study  
addresses this gap by examining the factors influencing clinical practice and proposing actionable  
recommendations.  
Research Questions  
The research question that study sought to seek answer included:  
1. What institutional factors influencing the quality of clinical practice at the Mabel McCombs College of  
Health Sciences?  
2. How do clinical structure and process affect students’ clinical learning experiences?  
3. What strategies can be implemented to impact nursing clinical practices?  
Significance of the Study  
This study is significant for several stakeholders. For the administration of the Mabel McCombs College of  
Health Sciences, it provides evidence-based insights for policy and resource allocation decisions. For faculty, it  
identifies areas for professional development to enhance their effectiveness as clinical educators. For students,  
it aims to improve the clinical learning environment, thereby enhancing their preparedness for professional roles.  
Moreover, the findings will contribute to the broader discourse on health sciences education in Liberia, offering  
a framework for addressing similar challenges in other institutions.  
Page 959  
www.rsisinternational.org  
INTERNATIONAL JOURNAL OF RESEARCH AND INNOVATION IN SOCIAL SCIENCE (IJRISS)  
ISSN No. 2454-6186 | DOI: 10.47772/IJRISS | Volume IX Issue XI November 2025  
Delimitation  
This study focused on the Mabel McCombs College of Health Sciences, examining factors influencing clinical  
practice among students enrolled in nursing, midwifery, and allied health programs. It considers only the  
perspectives of current students, faculty, and clinical site supervisors within the academic year 2024-2025. The  
study excludes other colleges or institutions to maintain a concentrated scope.  
Limitations  
The study was subjected to several limitations. First, the reliance on self-reported data from students and faculty  
may introduce bias. Second, the findings may not be generalizable to other institutions with differing contexts.  
Lastly, logistical constraints, such as limited time and financial resources, may restrict the breadth of data  
collection.  
Definition of Key Terms  
Some of the key terms and their definitions that were used in this study are as follows:  
Practice: Hands-on training that health sciences students undergo in clinical settings to develop practical skills  
and competencies.  
Institutional Factors: Elements within the college, such as infrastructure, policies, and resources, that influence  
clinical practice.  
Faculty Expertise: The knowledge, skills, and experience of faculty members in facilitating clinical education.  
Student Preparedness: The readiness of students to engage in clinical practice, including their theoretical  
knowledge, skills, and attitudes.  
Clinical Site Partnerships: Collaborations between the college and external healthcare facilities where students  
undergo clinical training.  
Organization of the Study  
At this stage of the proposal, the study will be organized into three chapters. Chapter one will introduce study  
and includes the background of the study, statement of problems, research questions, delimitations and  
limitations, significance of the study, definitions of key terms and organization of the study. Chapter two will  
deal with the review of literatures related to the study. Chapter three will deal with the research methodology  
that will be used to conduct the study which include the research design, population, sample size and sampling  
techniques, data collection instruments, data collection procedures. Nevertheless, when the proposal passes , the  
last two chapters will include chapter four and five. Chapter four will relate deal with the presentation analysis  
and the interpretation of the findings obtained from the data collected from the study. Finally, chapter five of the  
study will present the summary, conclusion  
LITERATURE REVIEW  
Discussion  
Several studies on clinical teaching have been conducted in Africa, including one by Asirifi et al. (2017), which  
explored the perceptions of Ghanaian nursing students, clinical nurses and nurse educators of their clinical  
teaching experience. Their findings indicated that clinical teaching using the preceptorship approach in Ghana  
was not well established. Many African studies, such as Asirifi et al., had similar findings to those conducted in  
Western countries (e.g. Natesan et al., 2020; Stander et al., 2020; Torous et al., 2020; Wisniewski et al., 2020).  
In other words, research, globally, has shown that when Registered Nurses, who are also clinical teachers, receive  
inadequate orientation to clinical teaching, they have insufficient time to carry out their teaching roles, have too  
many students in their classes and lack the support of management to motivate their students to learn. Additional  
Page 960  
www.rsisinternational.org  
INTERNATIONAL JOURNAL OF RESEARCH AND INNOVATION IN SOCIAL SCIENCE (IJRISS)  
ISSN No. 2454-6186 | DOI: 10.47772/IJRISS | Volume IX Issue XI November 2025  
findings from a study by Magobolo and Dube (2019) were that students lack motivation to learn, and clinical  
nurses focus too much on clinical needs rather than clinical teaching. Important to note here is that our research  
shows that no Namibian studies were conducted on the barriers facing Registered Nurses who are also clinical  
teachers have been completed, hence the relevance of this study.  
Global Context of Clinical Practice in Health Sciences  
Globally, clinical practice in health sciences is shaped by various institutional, pedagogical, and environmental  
factors. According to Benner (1984), the transition from novice to expert is foundational in clinical training,  
emphasizing the need for structured mentorship and expertise to guide learners. Similarly, Frenk et al. (2010)  
highlighted the critical role of inter-professional education in improving health outcomes and ensuring  
competency in clinical practice. These studies underscore the importance of a robust institutional framework and  
faculty expertise in facilitating quality clinical learning experiences.  
Faculty mentorship has been globally recognized as a determinant of student success in clinical practice. For  
instance, Barker et al. (2012) demonstrated that faculty who provide consistent feedback and guidance  
significantly enhance students' practical skills and confidence. Moreover, institutional partnerships with clinical  
sites are identified as crucial in bridging the gap between theoretical knowledge and real-world practice (World  
Health Organization, 2016).  
Regional Context: Sub-Saharan Africa  
In Sub-Saharan Africa, the quality of clinical practice is influenced by resource availability, faculty expertise,  
and student attitudes. Akinsanya and Henrichs (2019) found that limited infrastructure and insufficient faculty  
development programs impede effective clinical training. Furthermore, the mentorship model is less developed  
in many African institutions, affecting the transfer of practical skills (Ndungu, 2018).  
External factors such as partnerships with healthcare facilities play a significant role in enhancing clinical  
practice. For instance, a study by Mukhwana et al. (2020) revealed that collaborative training programs between  
universities and hospitals in Kenya improved student preparedness and clinical competence. These findings align  
with the need for tailored strategies to address regional challenges in clinical education.  
Local Context: Liberia  
In Liberia, clinical training faces challenges such as limited resources, inadequate faculty development, and  
weak institutional partnerships. A study by Kollie (2021) identified that students at the Mabel McCombs College  
of Health Sciences often struggle with access to clinical sites and lack consistent mentorship. Faculty shortages  
and insufficient training for clinical instructors further exacerbate these issues (Smith & Johnson, 2022).  
However, initiatives such as partnerships with international organizations have begun to improve the quality of  
clinical training (Doe, 2020).  
Despite the importance of clinical practice in health sciences education, challenges persist that hinder its  
effectiveness. Reports from students and faculty at the Mabel McCombs College of Health Sciences indicate  
recurring issues such as inadequate clinical placements, limited access to modern medical equipment, and  
varying levels of supervision and mentorship. These challenges threaten the ability of students to acquire the  
necessary skills and competencies for their professional roles. The lack of comprehensive research on these  
issues further compounds the problem, leaving gaps in understanding and potential solutions. This study  
addresses this gap by examining the factors influencing clinical practice and proposing actionable  
recommendations  
The study also sought to explore student nurses affirmation of factors that could enhance or impede their clinical  
leadership and managerial skills. According to the study, findings indicated that there was established and  
standardized hospital protocol to welcome student nurse for preceptor-ship. However, many of the participants  
revealed that the working environment was not healthy and there was no possibility for continuing professional  
development for interns.  
Page 961  
www.rsisinternational.org  
INTERNATIONAL JOURNAL OF RESEARCH AND INNOVATION IN SOCIAL SCIENCE (IJRISS)  
ISSN No. 2454-6186 | DOI: 10.47772/IJRISS | Volume IX Issue XI November 2025  
Also, the study findings suggetsed that most participants disagree the existence of good interdisciplinary culture  
and there was no opportunity for nursing studnent to particopte in hospitla managemnt.  
The study outlined strategies that could contribute to improving the working environment and process of  
enhancing student nurses clinical exposure. Among the strategies suggested student nurses involvement in  
quality improvement, provision of in-service training in hospital management, performance-based stipend and  
adequate supervision were considered key among participants  
METHODOLOGY  
This chapter outlined the research methodology, describing the techniques and procedures that the researcher  
used to conduct the study and gather data. It covered the research design, target population, sample size and  
sampling techniques, data collection instruments, data collection procedures, and methods of data analysis.  
Research Design  
The research design is a mapped-out plan or blueprint which specifies how data relating to a given problem  
should be collected and analyzed (Koleoso, 1999). It provides the framework for the conduct of any investigation  
(Koleoso, 1999). Among the several research designs that are available to researchers.  
For the purpose of this study, a descriptive design was used to fully describe the variables of the study.  
Population  
Siegel (2011), states that a research population is known as a well-defined, large collection of individuals or  
objects known to have similar characteristics or traits.  
The population for this study included students within the Mabel Mccombs College of Health Sciences, King  
Gray Community. Students for the current academic calendar formed part of the recruitment.  
Sample Size and Sampling Techniques  
According to Nworgu (2014), a sample size is a subset of a population selected to participate in the study. In  
accordance with the sample size determination method suggested by Curry (1978), when the population is from  
1 to 100, 100% of the population will form part of the study as the sample size.  
Given the current enrolment of the school, there were 58 studetns who were sampled. Based on Curry Principle  
for effect size, all participants were included in the study.  
Data Collection Instruments  
Judd et al, (2014), defines data collection instruments as structured questionnaires, interview schedules or guides,  
rating scales, or sometimes inventories, or tests, including survey plans or any other forms of methods which  
are used to collect information from respondents.  
Among these data collection instruments, are questionnaires, interview guides, and others. To collect the data  
in this study, the researcher used well-structured questionnaire and interview guides to collect the data.  
Data Collection Procedure  
Before the commencement of data collection, the researcher obtained a Letter of recommendation from the Dean  
of the Department of Public Health to be addressed to the Mabel Mccombs College of Health Sciences in King  
Gray Community, requesting for his permission for the researcher to carry out the study. Upon the acceptance  
of the request from the office of the Dean by the Mabel Mccombs College of Health Sciences the researcher then  
distributed questionnaires to the participants which were collected within a period of 2-3 days.  
Page 962  
www.rsisinternational.org  
INTERNATIONAL JOURNAL OF RESEARCH AND INNOVATION IN SOCIAL SCIENCE (IJRISS)  
ISSN No. 2454-6186 | DOI: 10.47772/IJRISS | Volume IX Issue XI November 2025  
Data Analysis Procedures  
Data Analysis Procedure is the process of inspecting, cleaning, transforming, and modeling data that were  
collected from the field. Data was analyzed using SPSS 25.0 version to construct tables and figures.  
In this study, the researcher presented data tables and figures to make interpretation easier for recommendations  
Data Presentation And Analysis  
This chapter reviews the results and analysis of the data, the compilation of the questionnaire and the results and  
analysis of the quantitative findings of the study. The findings are also discussed in the light of previous research  
findings and available literature, where applicable, in order to identify similarities and differences between this  
study and previous studies and literature.  
Data presentation  
Table 1: Age range  
Frequency  
Percent  
13.8  
18-24 yrs  
25-29  
8
28  
12  
10  
58  
48.3  
30-34  
20.7  
35 yrs and above  
Total  
17.2  
100.0  
Table 1 showed data presentation on the age range of participants. Data analysis revealed that majority of t the  
participants were aged between 25-29 years (48.3%), 12 (20.7%) participants were between the age of 30-34  
years. The data also show that those 35 years and above were 10 (17.2%) and those 18-24 years were just 8  
(13.8%).  
Table 2: Sex distribution  
Frequency  
24  
Percent  
41.4  
Male  
Page 963  
www.rsisinternational.org  
INTERNATIONAL JOURNAL OF RESEARCH AND INNOVATION IN SOCIAL SCIENCE (IJRISS)  
ISSN No. 2454-6186 | DOI: 10.47772/IJRISS | Volume IX Issue XI November 2025  
Female  
Total  
34  
58  
58.6  
100.0  
Table 2 showed data presentation on the sex distribution of participants. From the data analysis, 34 (58.6%)  
participants were female and 24 ( 41.$%) were male students.  
Table 3: Students’ Level  
Frequency  
Percent  
20.7  
Year 1  
Year 2  
Year 3  
Total  
12  
36  
10  
58  
62.1  
17.2  
100.0  
Table 3 showed data presentation on the academic year of all the study participants. Data analysis showed that  
majority of the study participants were second year students (62.7%) and 12 (20.7%) participants were first year  
students. Participants who were year three accounted for 10 (17.2%).  
Table 4: Duration of Clinical exposure  
Frequency  
Percent  
19.0  
< 6 months  
6-12 months  
12-18months  
11  
15  
17  
25.9  
29.3  
Page 964  
www.rsisinternational.org  
INTERNATIONAL JOURNAL OF RESEARCH AND INNOVATION IN SOCIAL SCIENCE (IJRISS)  
ISSN No. 2454-6186 | DOI: 10.47772/IJRISS | Volume IX Issue XI November 2025  
18 months and above  
Total  
15  
58  
25.9  
100.0  
Table 4 showed data presentation on duration of clinical exposure by participants since their enrolment. Based  
on the data analysis, 17 (29.3%) participants had 12-18 m9nths of clinical exposure, 15 (25.9%) participants  
were equally shared between 6-12 moths and those 18 month and above, respectively. For candidate having less  
than 6 months exposure, they accounted for 19.0%.  
Table 5: Hospital has standardized protocol of new students  
Frequency  
Percent  
12.1  
Strongly agree  
agree  
7
31  
7
53.4  
Neutral  
12.1  
disagree  
6
10.3  
strongly disagree  
Total  
7
12.1  
58  
100.0  
Table 5 displayed data presentation on hospital having standardized protocol to welcome nursing students for  
clinical practice. According to data analysis, 38 (65.5%) participants affirmed that there exist standardized  
protocol for student nurses. A total of 13 (22.4%) participants had disagree on the protocol. However, 7 (12.1%)  
could not confirm and therefore selected neutral.  
Page 965  
www.rsisinternational.org  
INTERNATIONAL JOURNAL OF RESEARCH AND INNOVATION IN SOCIAL SCIENCE (IJRISS)  
ISSN No. 2454-6186 | DOI: 10.47772/IJRISS | Volume IX Issue XI November 2025  
Table 6: Working environment healthy  
Frequency  
10  
Percent  
17.2  
Strongly agree  
Neutral  
14  
28  
6
24.1  
disagree  
48.3  
strongly disagree  
Total  
10.3  
58  
100.0  
Table 6 exhibit data presentation on the health of the working environment. According to the data analysis,  
majority of the participants (48.6%) completely disagree that there was healthy environment. Some 14 (24.1%)  
participants were neutral while 10 (17.2%) participants affirmed that there was a healthy environment.  
Table 7: Continuing professional development provided for clinical students  
Frequency  
Percent  
8.6  
Strongly agree  
agree  
5
10  
11  
27  
5
17.2  
19.0  
46.6  
8.6  
Neutral  
disagree  
strongly disagree  
Total  
58  
100.0  
Table 7 displayed data presentation on nursing student involvement in continuing professional development.  
According to data analysis, 32 (55.2%) participants said there no continuing professional development while 11  
(19.0%) participants were neutral. However, 15 (25.8%) participants acknowledge receiving continuing  
professional development during clinical.  
Page 966  
www.rsisinternational.org  
INTERNATIONAL JOURNAL OF RESEARCH AND INNOVATION IN SOCIAL SCIENCE (IJRISS)  
ISSN No. 2454-6186 | DOI: 10.47772/IJRISS | Volume IX Issue XI November 2025  
Table 8: Good interdisciplinary relationship  
Frequency  
Percent  
8.6  
Strongly agree  
agree  
5
8
13.8  
17.2  
44.8  
15.5  
100.0  
Neutral  
10  
26  
9
disagree  
strongly disagree  
Total  
58  
Table 8 show data on students’ responses on the existence of good relationship among various discipline during  
clinical rotation. 13 (24.4%) of participants agreed observing good relationship and 10 (17.2%) participants  
could neither acknowledged not refute; hence opted to be neutral. However, 35 (60.0%) participants disagreed  
observing good interdisciplinary relationship.  
Page 967  
www.rsisinternational.org  
INTERNATIONAL JOURNAL OF RESEARCH AND INNOVATION IN SOCIAL SCIENCE (IJRISS)  
ISSN No. 2454-6186 | DOI: 10.47772/IJRISS | Volume IX Issue XI November 2025  
Table 9: Student nurses have opportunity to participate in hospital management decision  
Frequency  
Percent  
12.1  
Agree  
7
Neutral  
8
13.8  
disagree  
strongly disagree  
Total  
28  
15  
58  
48.3  
25.9  
100.0  
Table 9 showed participants’ responses on opportunities provided in facilities to participate in management  
decision making. According to the data analysis, 43 (74.2%) participants disagreed ever having opportunities to  
participate in decision making. While 8 (13.8%) participants were neutral but 7 (12.1%) participants did allude  
to being a part of decision making during clinical rotation  
Table 10: Student nurses involve in hospital internal management  
Frequency  
Percent  
13.8  
agree  
8
Neutral  
6
10.3  
disagree  
strongly disagree  
Total  
29  
15  
58  
50.0  
25.9  
100.0  
Table 10 exhibit data presentation on participants responses on involement in hospital internal management.  
According to the 44 (75.9%) participants disagreed on their involvement in hospital internal management and 6  
(10.3%) participants remained neutral. However, 8 (13.8%) participants acknowledged their involvement in  
internal decision making.  
Page 968  
www.rsisinternational.org  
INTERNATIONAL JOURNAL OF RESEARCH AND INNOVATION IN SOCIAL SCIENCE (IJRISS)  
ISSN No. 2454-6186 | DOI: 10.47772/IJRISS | Volume IX Issue XI November 2025  
Table 11: Hospital provide reasonable stipend for student nurses  
Frequency Percent  
12.1  
Neutral  
7
disagree  
32  
19  
58  
55.2  
32.8  
100.0  
strongly disagree  
Total  
Source: Researcher Field’s Data, 2025  
Table 11 showed data presentation on participants responses about stipend for clinical rotation. Data analysis  
suggested that 51 (87.9%) participants disagreed ever receiving stipend during clinical rotation. Also, 7 (12.1%)  
participants were neutral and no participants did agree  
Page 969  
www.rsisinternational.org  
INTERNATIONAL JOURNAL OF RESEARCH AND INNOVATION IN SOCIAL SCIENCE (IJRISS)  
ISSN No. 2454-6186 | DOI: 10.47772/IJRISS | Volume IX Issue XI November 2025  
Table 12: Hospital practices needed for quality improvement  
Frequency  
Percent  
8.6  
Hospital quality goals are tracked and communicated  
Improve coordination across department  
5
10  
12  
17.2  
20.7  
17.2  
Regularly communicates achievements of hospital quality goals  
Student nurses are placed to identify on toward crisis to help prevent 10  
future problems  
All the above  
Total  
21  
58  
36.2  
100.0  
Table 12 showed data presentation hospital practices needed for quality improvement during student nurses  
clinical rotation. Data analysis showed that in separate responses tracking of hospital quality goals (8.6%),  
Improving coordination (17.2%) regular communication (20.7%) and placing student nurse in role of crisis  
identification could improve quality. Also, 21 (36.2%) participants affirmed that the implementation of all these  
practices was key to hospital quality improvement.  
Table 13: Strategies to help student nurses part of hospital leadership  
Frequency Percent  
Involvement in quality improvement activities  
Receive formal training in hospital management and leadership  
Compensated based in part on performance in meeting quality goals  
Supervised to use QI principles, methods and tools in daily work  
All the above  
8
13.8  
13.8  
20.7  
17.2  
34.5  
100.0  
8
12  
10  
20  
58  
Total  
Page 970  
www.rsisinternational.org  
INTERNATIONAL JOURNAL OF RESEARCH AND INNOVATION IN SOCIAL SCIENCE (IJRISS)  
ISSN No. 2454-6186 | DOI: 10.47772/IJRISS | Volume IX Issue XI November 2025  
Table 13 showed data presentation on strategies that would support student nurses role in hospital leadership.  
Data analysis clearly showed responses suggesting involvement in quality improvement (13.8%), hospital  
management leadership training (13.8%), compensation based on performance in meeting quality goals (20.7%)  
and supervised to implement quality improvement tools in clinical practices (17.2%). Again, majority of the  
participants (34.5%) acknowledged all of the above strategies were critical to student nurses participation.  
FINDINGS  
Table 1 showed data presentation on the age range of participants. Data analysis revealed that majority of t the  
participants were aged between 25-29 years (48.3%), 12 (20.7%) participants were between the age of 30-34  
years. The data also show that those 35 years and above were 10 (17.2%) and those 18-24 years were just 8  
(13.8%).  
Table 2 showed data presentation on the sex distribution of participants. From the data analysis, 34 (58.6%)  
participants were female and 24 ( 41.$%) were male students.  
Table 3 showed data presentation on the academic year of all the study participants. Data analysis showed that  
majority of the study participants were second year students (62.7%) and 12 (20.7%) participants were first year  
students. Participants who were year three accounted for 10 (17.2%).  
Table 4 showed data presentation on duration of clinical exposure by participants since their enrolment. Based  
on the data analysis, 17 (29.3%) participants had 12-18 m9nths of clinical exposure, 15 (25.9%) participants  
were equally shared between 6-12 moths and those 18 month and above, respectively. For candidate having less  
than 6 months exposure, they accounted for 19.0%.  
Table 5 displayed data presentation on hospital having standardized protocol to welcome nursing students for  
clinical practice. According to data analysis, 38 (65.5%) participants affirmed that there exist standardized  
protocol for student nurses. A total of 13 (22.4%) participants had disagree on the protocol. However, 7 (12.1%)  
could not confirm and therefore selected neutral.  
Table 6 exhibit data presentation on the health of the working environment. According to the data analysis,  
majority of the participants (48.6%) completely disagree that there was healthy environment. Some 14 (24.1%)  
participants were neutral while 10 (17.2%) participants affirmed that there was a healthy environment.  
Table 7 displayed data presentation on nursing student involvement in continuing professional development.  
According to data analysis, 32 (55.2%) participants said there no continuing professional development while 11  
Page 971  
www.rsisinternational.org  
INTERNATIONAL JOURNAL OF RESEARCH AND INNOVATION IN SOCIAL SCIENCE (IJRISS)  
ISSN No. 2454-6186 | DOI: 10.47772/IJRISS | Volume IX Issue XI November 2025  
(19.0%) participants were neutral. However, 15 (25.8%) participants acknowledge receiving continuing  
professional development during clinical.  
Table 8 show data on students’ responses on the existence of good relationship among various discipline during  
clinical rotation. 13 (24.4%) of participants agreed observing good relationship and 10 (17.2%) participants  
could neither acknowledged not refute; hence opted to be neutral. However, 35 (60.0%) participants disagreed  
observing good interdisciplinary relationship.  
Table 9 showed participants’ responses on opportunities provided in facilities to participate in management  
decision making. According to the data analysis, 43 (74.2%) participants disagreed ever having opportunities to  
participate in decision making. While 8 (13.8%) participants were neutral but 7 (12.1%) participants did allude  
to being a part of decision making during clinical rotation  
Table 10 exhibit data presentation on participants responses on involvement in hospital internal management.  
According to the 44 (75.9%) participants disagreed on their involvement in hospital internal management and 6  
(10.3%) participants remained neutral. However, 8 (13.8%) participants acknowledged their involvement in  
internal decision making.  
Table 11 showed data presentation on participants responses about stipend for clinical rotation. Data analysis  
suggested that 51 (87.9%) participants disagreed ever receiving stipend during clinical rotation. Also, 7 (12.1%)  
participants were neutral and no participants did agree  
Table 12 showed data presentation hospital practices needed for quality improvement during student nurses  
clinical rotation. Data analysis showed that in separate responses tracking of hospital quality goals (8.6%),  
Improving coordination (17.2%) regular communication (20.7%) and placing student nurse in role of crisis  
identification could improve quality. Also, 21 (36.2%) participants affirmed that the implementation of all these  
practices was key to hospital quality improvement.  
Table 13 showed data presentation on strategies that would support student nurses role in hospital leadership.  
Data analysis clearly showed responses suggesting involvement in quality improvement (13.8%), hospital  
management leadership training (13.8%), compensation based on performance in meeting quality goals (20.7%)  
and supervised to implement quality improvement tools in clinical practices (17.2%). Again, majority of the  
participants (34.5%) acknowledged all of the above strategies were critical to student nurses participation.  
CONCLUSION  
The study found out that growth in nursing students clinical practice will be mainly experienced through good  
clinical environment, which is enhanced by a supportive relationship with a preceptors or mentors, the use of  
reflective practices and modelling from other leaders. Furthermore, a supportive work environment triggers  
ownership, confidence and motivation, and thereby growth in clinical nursing leadership competencies.  
Fostering competencies for clinical leadership among student nurses requires multifaceted strategies. Strategies  
are successful if, and only if, they combine learning by doing, by knowing and by observing, and establish a  
responsive and healthy work environment. Hospital policy should ensure that student nurses have access to  
reciprocal relationships with leaders and managerial activities. In order to grow clinically, student nurses must  
be guided to develop, ownership and self-reflection on own leadership behaviour needed to in performance  
during clinical exposure,  
ACKNOWEDGEMENT  
First and foremost, I extend my deepest gratitude to God for His guidance and Blessings throughout this research  
journey. I also want to extend thanks and appreciation to Dr Othello O.O Scott for making me to reach this far  
through his physical, emotional and spiritual support. I wish to acknowledge the Carver Christian University for  
supporting me financially. And to all those who Supported me, directly or indirectly, during the course of this  
work, I am grateful.  
Page 972  
www.rsisinternational.org  
INTERNATIONAL JOURNAL OF RESEARCH AND INNOVATION IN SOCIAL SCIENCE (IJRISS)  
ISSN No. 2454-6186 | DOI: 10.47772/IJRISS | Volume IX Issue XI November 2025  
I would like to express my sincere thanks to Dr. Ementary Kpoeh Jr. and Mr. Mulbah Kollie, my senior  
advisors, for their invaluable guidance and insightful feedback Throughout the research process. Their expertise  
and mentorship greatly enhanced the Quality of this study.  
I am profoundly grateful to my loving family for their sacrifices, unwavering support, and constant  
encouragement. Their belief in my abilities has been a continual source of motivation throughout this journey  
Dedication  
This work is dedicated to God first, to the Carver Christian University, and all other that contributed to this work.  
Your unwavering support and inspiration have been instrumental in completing this research. Your  
encouragement has been a guiding light throughout this journey.  
REFERENCES  
1. Akinsanya, J., & Henrichs, P. (2019). Challenges in clinical training in Sub-Saharan Africa. African  
Journal of Health Sciences, 25(2), 123-130.  
2. Andrews, M., & Roberts, D. (2003). Supporting student nurses learning in and through clinical practice:  
The role of the clinical guide. Nurse Education Today, 23(7), 474- 481.  
3. Barker, E., O'Connor, M., & Anderson, P. (2012). Effective faculty mentorship in clinical education.  
Journal of Nursing Education, 51(9), 468-475.  
4. Benner, P. (2014). From Novice to Expert: Excellence and Power in Clinical Nursing Practice. Addison-  
Wesley.  
5. Brown, T., Williams, B., & Lynch, M. (2017). The role of faculty expertise in clinical education.  
International Journal of Nursing Education Scholarship, 14(1), 22-30.  
6. Doe, J. (2020). Enhancing clinical training in Liberia through international partnerships.  
7. Johnson, M., & Carter, D. (2015). Institutional factors affecting clinical education. Journal of Clinical  
Education, 20(3), 134-140.  
8. Kollie, T. (2021). Barriers to effective clinical education in Liberia. West African Nursing Journal, 15(4),  
200-210.  
9. Kolb, D. A. (1984). Experiential Learning: Experience as the Source of Learning and Development.  
Prentice Hall.  
10. Ndungu, J. (2018). Addressing mentorship gaps in African nursing education. African  
Page 973  
www.rsisinternational.org