PERCEPTION OF PREGNANT MOTHERS ON CAESAREAN SECTION AS A METHOD OF BIRTH OPTION IN NIGER DELTA UNIVERSITY TEACHING HOSPITAL, BAYELSA STATE.
CHAPTER ONE
INTRODUCTION
1.1
Background to the Study
Intrapersonal
relationships are fundamental to personal development and academic success
worldwide. As students navigate educational systems, the effectiveness of their
intrapersonal relationships can significantly influence their academic
performance, emotional well-being, and overall life satisfaction (Cohen &
Syme, 2019). Intrapersonal relationships refer to the
interactions and self-reflections that individuals have within themselves.
These relationships are crucial as they influence how individuals perceive and
interact with others, their emotional well-being, and their overall academic
performance. Among students, effective intrapersonal relationships can
significantly impact personal growth, academic achievement, and social
interactions.
Globally, the growing emphasis on mental
health and emotional intelligence highlights the importance of understanding
and enhancing intrapersonal relationships among students (World Health
Organization, 2020). Research has shown that students with strong intrapersonal
skills, such as self-awareness and self-regulation, are better equipped to
handle stress, set and achieve goals, and engage in positive social
interactions (Zeidner, Matthews, & Roberts, 2012). In Europe, educational
systems increasingly recognize the role of emotional and psychological support
in students' academic and personal development (Elias et al., 2013). Many
European countries have integrated programs and interventions designed to
enhance students' intrapersonal skills, including self-awareness and emotional
regulation (Eisenberg et al., 2019). For instance, countries such as Finland
and the Netherlands emphasize holistic approaches to education, which include
fostering students' intrapersonal competencies (Saarni, 2018). Studies in
Europe have demonstrated that improving these skills can lead to enhanced
academic performance and better mental health outcomes among students (Goleman,
2022). In North America, particularly in
the United States and Canada, there has been a growing focus on social-emotional
learning (SEL) in schools (CASEL, 2020). SEL programs aim to develop students'
intrapersonal skills, such as self-awareness, self-management, and self-efficacy
(Greenberg et al., 2023). Research in North America has shown that effective
intrapersonal relationships contribute to higher academic achievement, better
behavior, and improved mental health (Payton et al., 2022). American
educational institutions are increasingly implementing programs to support
students' emotional and psychological needs, recognizing the importance of
intrapersonal skills in their overall development (Hoffman et al., 2014).
In
Africa, the focus on intrapersonal relationships in education is gaining
attention, though it varies significantly across the continent (Mubanga et al.,
2017). Many African countries face challenges such as limited resources and
cultural differences that impact the implementation of programs aimed at
enhancing intrapersonal skills (Zuberi & Khan, 2019). However, there is
growing recognition of the importance of mental health and emotional well-being
in the educational context (Makina & Tenza, 2021). Research in Africa
suggests that intrapersonal skills are crucial for students' success and
well-being, but there is a need for more tailored interventions that consider
local cultural and socio-economic contexts (Morrison & Naidoo, 2020).
In
Nigeria, the educational system is increasingly acknowledging the importance of
emotional and psychological support for students (Adeyemo, 2016).
Intrapersonal relationships, or how
one relates to oneself, offer significant benefits for nursing students.
Developing strong intrapersonal skills can enhance self-awareness, improve
emotional regulation, and increase self-efficacy. Research shows that
self-awareness helps in reflective practice, crucial for evaluating clinical
experiences (Kaluza et al., 2023). Emotional regulation, linked to emotional
intelligence, aids in managing stress and preventing burnout (Lambert et al.,
2023). Increased self-efficacy boosts confidence and motivation, helping
students tackle challenges (Egan & Green, 2023). Strong intrapersonal
relationships also improve decision-making, interpersonal interactions, and
adaptability, which are vital for effective nursing practice (Smith et al., 2022;
Jordan & Ashkanasy, 2023; Patel & Turner, 2022). A recent study by Kaluza et al.
(2023) highlights that self-awareness is critical for effective reflective
practice in nursing education. This self-awareness allows students to
critically evaluate their clinical experiences and improve their performance.
Research by Lambert et al. (2023) demonstrates that emotional intelligence,
which is closely linked to intrapersonal skills, is crucial for managing stress
and maintaining composure in high-pressure environments. For nursing students,
who often face emotionally charged situations, the ability to regulate emotions
can reduce burnout and enhance resilience. A recent review by Egan and Green
(2023) confirms that self-efficacy significantly impacts motivation and perseverance.
Nursing students who believe in their abilities are more likely to tackle
challenging tasks and overcome obstacles in their academic and clinical
practice, leading to greater success and satisfaction. According to a study by
Zhou and Li (2023), individuals with high levels of self-awareness and
emotional intelligence are more adept at managing stress. This is particularly
important for nursing students, who frequently encounter high-stress
situations. Understanding their own stressors and developing effective coping
strategies can help reduce the risk of burnout and improve overall well-being. Research
by Smith et al. (2022) emphasizes that reflective practice leads to improved
clinical judgment and decision-making. Nursing students who are aware of their
own values and priorities are better equipped to make decisions that align with
ethical standards and best practices in patient care. In addition to individual
benefits, strong intrapersonal relationships can improve interpersonal
relationships. A study by Jordan and Ashkanasy (2023) highlights that emotional
intelligence, related to intrapersonal skills, contributes to better
communication and empathy. Nursing students who understand and manage their own
emotions are likely to interact more effectively with patients and colleagues,
fostering a positive and collaborative work environment.
Despite
the numerous benefits of strong intrapersonal relationships for nursing
students, several significant challenges hindered their effectiveness and
overall well-being. Emotional stress and burnout are major
concerns. Research by Smith, Brown, and Adams (2022) emphasizes that nursing
students frequently face intense emotional demands from both their academic and
clinical environments. This high level of stress can lead to burnout, which
adversely affects their ability to manage emotions and maintain effective
performance. Self-doubt and confidence issues also pose substantial challenges.
McGarry and Samara (2023) stress that many nursing students grapple with self-doubt,
particularly in complex clinical situations. This lack of confidence undermines
their self-efficacy and hinders both their academic progress and professional
development. According to their study, self-doubt can significantly impede
students’ overall effectiveness. Time management difficulties are another
prevalent issue. Harris and Hargrove (2024) highlight that balancing
coursework, clinical rotations, and personal responsibilities can be
overwhelming for nursing students. Ineffective time management is associated
with increased stress and decreased academic performance. Their research
underscores the critical impact of time management challenges on nursing
students' stress levels and academic outcomes. The challenge of balancing
personal and professional life is also significant. Wang and Li (2023)
emphasize that many nursing students struggle to manage their personal lives
alongside their demanding academic and clinical responsibilities. This
imbalance often results in heightened stress levels and negatively affects
mental health. According to their findings, this struggle can greatly impact
students' overall well-being. Developing resilience and coping strategies is
another crucial yet challenging area. Foster, Hayes, and Mills (2024) stress that
resilience is vital for managing the stresses and setbacks of nursing
education. However, developing effective coping strategies amidst a rigorous
workload can be difficult. Their review highlights the importance of resilience
and the obstacles students face in building these skills. Navigating emotional
responses to clinical experiences adds another layer of complexity. Jones,
Richards, and Thomas (2023) emphasize that nursing students often encounter
emotionally distressing situations during clinical placements. Managing these
emotional responses while maintaining professional conduct requires substantial
intrapersonal skills. Their study underscores the need for effective emotional
management in clinical settings. Finally, maintaining motivation and goal
alignment is a challenge, particularly during periods of high stress or
academic difficulties. Smith and Brown (2024) stress that staying motivated and
aligned with career goals is essential for overcoming obstacles and achieving
long-term objectives. Their research indicates that maintaining motivation
during stressful times is crucial for success in nursing education.
In
the Faculty of Nursing at Niger Delta University, there is a notable gap in
research concerning the perceived effectiveness of intrapersonal relationships
among 500-level nursing students. Despite the crucial role that intrapersonal
skills play in nursing education and practice, few, if any, studies have been
conducted to examine how these skills affect the effectiveness and overall well-being
of students at this level. This gap highlights a significant area for further
investigation, as understanding the perceived effectiveness of intrapersonal
relationships is essential for developing strategies to improve nursing
students' academic and clinical performance. It was on the
above premises that study seek to investigate the perceived
effectiveness
of intrapersonal relationship among 500 level nursing students in Niger Delta University.
1.2 Statement of
problem
Students face a range of challenges related to their intrapersonal relationships, which significantly impact their academic performance, mental health, and social interactions. Research highlights several key issues that arise from these internal struggles. For instance, students grappling with intrapersonal conflicts often experience difficulties in their academic pursuits; issues such as low self-esteem and increased stress lead to poor concentration and motivation. Consequently, this results in lower grades, incomplete assignments, and reduced engagement in classroom activities, which can adversely affect their overall academic performance and future educational and career opportunities (Smith, 2021). Moreover, mental health challenges can further exacerbate difficulties in coping with academic and social demands, leading to a cycle of worsening mental health and academic decline (Doe & Brown, 2019). Additionally, students who struggle with their self-perception and internal conflicts may withdraw from social interactions, which in turn leads to increased isolation (Williams, 2018). This social withdrawal reduces their opportunities to build supportive peer relationships and develop essential social skills. As a result, social isolation can lead to feelings of loneliness and further exacerbate mental health issues, impacting their ability to function effectively both academically and personally (Clark, 2022). Problems in intrapersonal relationships can also extend to difficulties in forming and maintaining healthy interpersonal relationships. Strained relationships with peers and faculty can lead to conflicts and reduced social support, which impacts students' social and academic experiences (Roberts, 2020). Consequently, the inability to navigate interpersonal dynamics effectively can further contribute to academic and personal challenges (Jones & Taylor, 2019). Furthermore, students dealing with intrapersonal issues might turn to substance use as a coping mechanism. This use of substances can have detrimental effects on both their academic performance and personal health; substance abuse can lead to a range of additional problems, including addiction, health complications, and further academic decline (Taylor & Adams, 2021; Miller & Smith, 2020).
As
a student researcher, I have encountered the impact of intrapersonal
relationships on academic performance. Struggling with issues like low
self-esteem and high stress affected my ability to concentrate and complete
assignments, leading to lower grades. Additionally, withdrawing from social
interactions increased feelings of isolation and loneliness. Ineffective coping
strategies, such as procrastination and excessive caffeine use, further
worsened these challenges. These experiences have shaped my research focus on
understanding how intrapersonal relationships influence students' academic and
personal lives.
1.3. Objective of the Study
This study aimed to:
1. Determine
the level effectiveness of intrapersonal relationships among 500-level nursing
students at Niger Delta University.
2. Identify
barriers that affect the effectiveness of intrapersonal relationship among
nursing students in Niger Delta University
3. Provide
measures to enhance the effectiveness of intrapersonal relationships among
500-level nursing students at Niger Delta University.
1.4. Research Questions
1. What
is the level of effectiveness of intrapersonal relationships among 500-level
nursing students at Niger Delta University?
2. What
are the barriers that affect the effectiveness of intrapersonal relationship
among nursing students in Niger Delta University?
3. What
are the measures to enhance the effectiveness of intrapersonal relationships
among 500-level nursing students at Niger Delta University.
1.5 Significance of the study
The study on how nursing students at Niger Delta University perceive their personal relationships will benefit several groups in the future. The nursing students themselves will gain the most from this study, as understanding how they manage their personal relationships will help them enhance their self-awareness and improve their communication skills. Consequently, they will handle stress more effectively, leading to better academic performance and more successful clinical experiences. Moreover, the university will benefit from the study’s findings because it will provide insights into students’ personal relationships. As a result, the university will be able to develop better support systems, such as counseling services and personal development programs, which will help students navigate their challenges more effectively. In addition, faculty and staff will find the study useful, for it will offer a deeper understanding of the issues students face in their personal lives. This knowledge will enable them to offer better support and create a more supportive educational environment. Furthermore, the broader healthcare sector will benefit indirectly, as improved personal skills among nursing students will better prepare them for their future roles. This, in turn, will enhance patient care and lead to more effective healthcare training programs. Researchers and practitioners focused on nursing education will also find the study valuable. It will contribute to existing research and guide future studies on similar topics, thus expanding the knowledge base in this field. Finally, policymakers will be able to use the study’s findings to shape future policies and programs related to student support and mental health. This will lead to improvements in the educational experience for nursing students and better preparation for their careers.
1.6. Scope of the study
This
study is delimited Perceived effectiveness of intrapersonal relationship among
500 level nursing students in Niger
Delta University.
1.7 Operational
Definition of terms
- Perceived: Perceived refers to how 500
level nursing students interpret or understand their own experiences and
effectiveness.
- Effectiveness: Effectiveness refers to how
well 500 level nursing students believe they are managing their
intrapersonal relationships and personal development.
- Measure
effectiveness through specific aspects such as self-awareness,
self-regulation,
- Intrapersonal
Relationship:
Intrapersonal relationships refer to the internal relationship 500 level
nursing students have with themselves, including self-awareness, self-management,
and personal reflection.
- Nursing
Students:
Nursing students refer to individuals enrolled in a nursing program,
specifically those in their 500-level year at Niger Delta University.
CHAPTER TWO
LITERATURE REVIEW
This
chapter will be discuss under the following subheadings; conceptual review, theoretical review,
empirical review and summary of literature.
2.1 Conceptual Review
Intrapersonal Relationship
The
term "relationship" generally refers to the connection or association
between two or more entities, which can include people, concepts, or objects.
Relationships can be categorized into various types based on their nature and
context. Interpersonal relationship and intrapersonal relationship. Interpersonal
relationships involve interactions between individuals, such as friendships,
family bonds, romantic relationships, and professional associations. The
quality of these relationships can significantly impact emotional well-being
and social support (Hobfoll, 2020). "Intrapersonal" refers to
processes that occur within an individual, encompassing thoughts, emotions,
self-reflection, and self-regulation. These processes are vital for
understanding one's behaviors, motivations, and emotional responses (Schlegel
et al., 2020). Developing intrapersonal skills, such as self-awareness and
emotional regulation, is crucial for personal growth and effective functioning
across various life domains (Zimmerman, 2021). Also, Intrapersonal
relationships pertain to the connection an individual has with themselves,
including aspects such as self-perception, self-esteem, and self-regulation. A
robust intrapersonal relationship is crucial for personal growth and mental
health (Schlegel et al., 2020). In academic and theoretical contexts,
conceptual relationships describe how concepts or variables are connected. For
instance, understanding the relationship between independent and dependent
variables is essential for hypothesis testing and analysis (Creswell &
Creswell, 2018). Intrapersonal relationships are
essential for personal development and mental well-being. They include self-awareness
(understanding one's emotions and motivations), self-esteem
(sense of self-worth), self-compassion (treating oneself
kindly), self-regulation (managing emotions and behaviors), self-reflection
(gaining insight), self-perception (affecting confidence), personal
growth (self-improvement), and emotional awareness
(recognizing and managing emotions). These aspects collectively contribute to
emotional health and personal growth.
Effectiveness of Intrapersonal Relationship
The
effectiveness of intrapersonal relationships significantly impacts various
aspects of an individual’s life, contributing to overall well-being and
personal development. A strong intrapersonal relationship—characterized by
self-awareness, self-esteem, self-compassion, and effective self-regulation—can
greatly enhance emotional regulation. Individuals who practice these traits are
better at managing their emotions, which reduces emotional volatility and
promotes stability, enabling them to navigate challenging situations with
greater ease (Schlegel et al., 2020).
Improved
self-esteem is another important outcome of effective intrapersonal
relationships. Those who engage in self-reflection and maintain a positive
self-perception often experience greater confidence and resilience. This
enhanced self-esteem supports personal and professional success and overall
life satisfaction (Hobfoll, 2022).
A
healthy intrapersonal relationship also facilitates greater personal growth. By
engaging in self-reflection and self-regulation, individuals can set and pursue
personal goals, learn from their experiences, and overcome obstacles. This
ongoing process of growth leads to a more fulfilling and enriched life
(Zimmerman, 2023).
Effective
stress management is another key benefit. Individuals with strong intrapersonal
relationships are better equipped to manage stress. Practicing self-compassion
and maintaining emotional balance allow them to approach stressors with a
clearer perspective, which contributes to improved mental health (Neff, 2022).
Increased
self-knowledge is another crucial aspect. Self-awareness enables individuals to
gain deeper insights into their thoughts, emotions, and motivations. This
self-knowledge helps them make informed decisions and align their actions with
their values, enhancing overall life satisfaction (Schlegel et al., 2020).
Enhanced
resilience is also a direct result of a well-developed intrapersonal
relationship. Those who practice self-compassion and maintain high self-esteem
are more resilient in the face of setbacks. This resilience is supported by a
robust internal support system, enabling them to navigate adversity with
greater strength (Hobfoll, 2022).
Better
decision-making is another benefit of a strong intrapersonal relationship.
Self-reflection and self-regulation help individuals evaluate their options
carefully and make decisions that align with their personal goals and values.
This thoughtful decision-making process leads to more deliberate and satisfying
outcomes (Zimmerman, 2023).
Finally,
improved interpersonal interactions often result from a positive intrapersonal
relationship. Individuals who have a healthy relationship with themselves are
more likely to engage in meaningful and constructive interactions with others.
Their self-awareness and emotional stability contribute to better communication
and stronger interpersonal bonds (Neff, 2022).
Barriers that
affect the effectiveness of intrapersonal relationship among students
Several barriers can affect the effectiveness of intrapersonal relationships among students, which are crucial for their overall well-being and academic success. One significant barrier identified in the literature is low self-esteem. Smith and Johnson (2020) found that students with low self-esteem struggled with self-acceptance and goal-setting, which negatively affected their academic achievements and general well-being. Their study highlights the importance of interventions aimed at boosting self-esteem to improve student outcomes. Moreover, another study by Brown (2021) found that students lacking self-awareness faced challenges in making informed decisions and engaging in self-reflection. This absence of self-awareness hindered their personal growth and academic success. Stress and anxiety are also significant barriers. Williams and Green (2022) revealed that elevated stress levels exacerbated feelings of inadequacy and impacted students' overall mental health and academic performance. Consequently, they recommended implementing stress management programs to support student well-being. Additionally, perfectionism was another focus in the research conducted by Martin and Thompson (2020). Their study investigated the link between perfectionism and burnout among students. They discovered that students with high perfectionistic tendencies experienced greater burnout and dissatisfaction. This study underscores the need for support systems to help students manage perfectionistic tendencies and avoid burnout. Emotional regulation issues were also examined by Clark (2019), who found that difficulties in managing and understanding emotions could lead to internal conflicts and affect self-perception. As a result, it became challenging for students to maintain a positive self-relationship. The study highlights the need for emotional regulation training to support students in managing their emotions effectively. Furthermore, Adams and Carter (2021) studied the effects of negative self-talk on students' mental health and self-confidence. Their findings showed that persistent negative self-talk undermined students' self-worth and contributed to mental health issues. Lewis (2020) explored how ineffective coping mechanisms exacerbate self-doubt and impact students' intrapersonal relationships. The study highlighted that students with poor coping strategies experienced increased self-doubt and stress. Therefore, improving coping skills was suggested as a way to enhance students' self-relationships and resilience. The absence of support systems was also investigated by Hall and Peters (2022), who found that students lacking support from family, friends, or mentors felt isolated and struggled to maintain a positive self-relationship. Their study emphasized the importance of developing strong support networks for students to improve their overall well-being. Cultural and societal pressures were examined by Davis and Brown (2019), who found that societal expectations and cultural norms created additional stress and affected students' self-perception and self-worth. Their study called for greater awareness and support to address the impact of these pressures on students. Finally, Wilson (2020) studied how unresolved past issues, such as trauma, affect students' self-perception and ability to develop positive intrapersonal relationships. The research found that past traumas significantly hindered students' self-relationships and suggested the need for trauma-informed approaches to support affected students.
Effective
measures to enhance intrapersonal relationships among students
Several
studies have explored effective measures to enhance intrapersonal relationships
among students, providing a broad understanding of strategies that contribute
to personal growth and academic success. One significant area of research is
self-compassion. Neff and Germer (2018) investigated the role of
self-compassion in student well-being, finding that students who practiced
self-compassion reported higher levels of resilience and lower levels of anxiety
and depression. Their study highlighted the benefits of integrating
self-compassion exercises into student programs to improve emotional health and
interpersonal relationships. Mindfulness practices have also been shown to
benefit students. Kabat-Zinn (2015) conducted research on the effects of
mindfulness-based stress reduction (MBSR) programs, revealing that mindfulness
techniques, such as meditation and mindful breathing, helped students manage
stress and enhance emotional regulation. This suggests that incorporating
mindfulness practices into educational settings can improve students'
intrapersonal relationships. The concept of a growth mindset has been another
focus. Dweck (2006) explored how fostering a growth mindset—where students
believe their abilities can improve with effort—impacts academic achievement.
Her research demonstrated that students with a growth mindset exhibited greater
persistence and better academic outcomes. This approach helps students overcome
challenges and build a more positive self-view, which contributes to healthier
intrapersonal relationships. Social-emotional learning (SEL) programs have also
been effective in improving students' self-awareness and relationship skills.
CASEL (2020) reviewed the impact of SEL programs and found that they
significantly enhanced students' social and emotional competencies. By
integrating SEL into the curriculum, schools can support students in developing
better self-relationships and overall emotional well-being. Cognitive-behavioral
therapy (CBT) techniques have been studied for their effectiveness in
educational settings. Hofmann, Asnaani, Vonk, Sawyer, and Fang (2012) conducted
a meta-analysis showing that CBT techniques, such as cognitive restructuring
and behavioral activation, were effective in reducing symptoms of anxiety and
depression among students. Applying these techniques can help students manage
their thoughts and emotions more effectively, thus improving their
self-relationships. Peer mentoring programs have also been shown to provide
academic and emotional support. Topping and Ehly (1998) found that peer
mentoring improved students' academic performance and emotional support.
Mentors offered guidance and encouragement, which helped mentees build
confidence and manage personal challenges more effectively. Positive psychology
interventions have had a notable impact as well. Seligman, Steen, Park, and
Peterson (2005) investigated the effects of positive psychology practices, such
as gratitude exercises and strengths-based activities, on students' well-being.
Their research indicated that these interventions increased happiness and
decreased symptoms of depression, thereby enhancing students' intrapersonal
relationships. Effective time management strategies have been linked to reduced
stress and improved academic performance. Macan, Shahani, Dipboye, and Phillips
(1990) studied this relationship and found that students who practiced good
time management experienced less stress and performed better academically.
Teaching time management skills can help students balance their academic and
personal lives, leading to better self-relationships. Parental involvement in
education has also been shown to affect students' self-esteem and academic
success. Hoover-Dempsey and Sandler (1997) explored this connection and found
that active parental involvement was associated with higher self-esteem and
better academic outcomes. Encouraging positive parental engagement can support
students' intrapersonal growth and confidence. Finally, trauma-informed care
practices are crucial for supporting students who have experienced trauma. The
Substance Abuse and Mental Health Services Administration (SAMHSA, 2014)
provided guidelines for implementing trauma-informed care in schools,
emphasizing the need to create a safe and supportive environment for these
students. Such practices can help students build healthier intrapersonal
relationships and improve their overall well-being.
2.2 Theoretical Framework
The Interpersonal Relations Theory
The
Interpersonal Relations Theory is a prominent nursing theory developed by
Hildegard Peplau, often referred to as the "mother of psychiatric
nursing." This theory focuses on the nurse-patient relationship and
emphasizes the therapeutic interactions between nurses and patients as a key
element in patient care. Peplau's theory is rooted in psychodynamic nursing and
is influenced by the works of Harry Stack Sullivan and other psychoanalysts.
Key Concepts of Peplau's
Interpersonal Relations Theory
- Phases
of the Nurse-Patient Relationship:
- Orientation
Phase:
The patient seeks help, and the nurse meets the patient as a stranger.
The nurse helps the patient understand the problem and the services
available.
- Identification
Phase:
The patient begins to identify problems to be worked on within the
relationship. The nurse and patient work together to clarify the
patient's needs.
- Exploitation
Phase:
The patient takes advantage of all services offered, using the
relationship to meet their needs. The nurse acts as a resource,
counselor, and teacher.
- Resolution
Phase:
The patient's needs are met, and they move toward independence. The nurse
helps the patient integrate their new knowledge and prepare for
discharge.
- Roles
of the Nurse:
- Stranger: The nurse receives the
patient the same way one meets a stranger, creating a comfortable and
non-threatening environment.
- Resource
Person:
The nurse provides information, answers questions, and clarifies details
related to the patient’s condition and treatment.
- Counselor: The nurse listens to the
patient's concerns and provides guidance to help them cope with their
problems.
- Teacher: The nurse educates the
patient about their condition and how to manage it.
- Leader: The nurse helps the patient
achieve the goals of the treatment plan.
- Surrogate: The nurse represents figures
such as a parent, sibling, or significant other in the patient's life,
especially in psychiatric settings.
- Technical
Expert:
The nurse provides skilled care and implements interventions that require
technical knowledge.
- Therapeutic
Communication:
Peplau emphasized the importance of therapeutic communication in nursing.
This involves active listening, empathy, and providing a safe environment
where patients can express their feelings and concerns.
- Interpersonal
Process:
The theory focuses on the interpersonal process between the nurse and
patient, where mutual understanding and collaboration are key to effective
care.
Application
of the Theory
Hildegard
Peplau's Interpersonal Relations Theory, initially developed to understand the
dynamics between nurses and patients, can be effectively adapted to analyze the
"Perceived Effectiveness of Intrapersonal Relationships Among 500-Level
Nursing Students at Niger Delta University." This theory provides a
comprehensive framework to explore how nursing students manage their internal
relationships as they prepare to transition from students to professional
nurses.
Orientation
Phase
As
500-level nursing students approach the completion of their studies, they enter
the Orientation Phase. This
phase involves confronting the challenges of preparing for the professional
world. During this time, students engage in deep self-reflection, assessing
their strengths, weaknesses, and areas needing growth. They may ask themselves
questions like, "What are my strengths as a future nurse?" or
"Where do I need to focus my efforts to ensure I am fully prepared for the
demands of the profession?" This self-exploration is crucial for
identifying personal and professional needs, laying the foundation for their
development.
Identification
Phase
Following
the orientation, students move into the Identification
Phase. In this phase, they start to pinpoint specific aspects of their
intrapersonal relationships that are critical for their professional
development. They may recognize the importance of self-confidence, effective
stress management, and a strong alignment with their personal values. This
phase is characterized by a deeper understanding of the internal resources they
need to cultivate to succeed in their nursing careers. Students identify key
areas for growth, focusing on what they need to work on within themselves.
Exploitation
Phase
During
the Exploitation Phase, students
actively apply the strategies and resources they have developed throughout
their education. This includes utilizing self-reflection techniques, time
management skills, and self-care practices to manage the pressures of clinical
practice and academic responsibilities. They draw upon feedback from clinical
experiences, interactions with peers, and guidance from mentors to reinforce
their self-concept and professional identity. This phase is marked by the
active application of their knowledge and skills, where students use everything
they have learned to enhance their intrapersonal relationships.
Resolution
Phase
As
students approach the end of their academic journey, they enter the Resolution Phase. In this phase, they
integrate their experiences and learning into a cohesive professional identity.
Any remaining doubts or internal conflicts are resolved, allowing them to
embrace their role as future nurses with confidence and self-assurance. This
final stage marks the culmination of their intrapersonal development, where
they see themselves as capable and prepared to enter the nursing workforce.
Roles
of the Nurse: Managing Intrapersonal Relationships
Peplau's
theory outlines various roles that a nurse can play, which can be applied to
how students manage their intrapersonal relationships:
- Stranger: Initially, students may
perceive themselves as strangers to the nursing profession, necessitating
an exploration and understanding of their new professional identity.
- Resource
Person:
As they progress, they become their own resource, drawing on knowledge and
experiences to guide their personal and professional development.
- Counselor: They act as their own
counselors, engaging in self-reflection and emotional regulation.
- Teacher: Continuous self-education
reinforces their skills and knowledge.
- Leader: They take charge of their
personal development, setting and striving to achieve their goals.
- Surrogate: In times of uncertainty,
students may internalize the guidance of mentors or experienced nurses as
surrogates.
- Technical
Expert:
They refine their technical skills and competencies, readying themselves
for the demands of the nursing profession.
Therapeutic
Communication and Intrapersonal Process
Therapeutic
communication, a central concept in Peplau's theory, can be translated into how
students communicate with themselves through self-talk, reflection, and
mindfulness. This intrapersonal process involves a deep understanding of one’s
own thoughts, emotions, and motivations, which are essential for personal and
professional growth.
Perceived
Effectiveness of Intrapersonal Relationships
The
effectiveness of intrapersonal relationships among 500-level nursing students
can be evaluated based on how well they navigate these phases and roles.
Factors such as self-awareness, emotional intelligence, coping mechanisms, and
personal resilience significantly influence their perceived effectiveness in
managing intrapersonal relationships. Strong intrapersonal relationships are
critical for their success as future nurses, directly impacting the quality of
patient care and professional satisfaction.
2.3 Empirical Review
Yoon et al., (2021) titled “effectiveness of Intrapersonal Relationships Among Nursing Students at University of Ibadan, Nigeria”. This study examines the impact of intrapersonal relationships on nursing students' self-concept, emotional regulation, and interpersonal interactions within the educational context. The research was conducted at the University of Ibadan, Nigeria, targeting a population of 1,000 nursing students enrolled in various levels of the Bachelor of Nursing Science (BNSc) program. A sample of 250 students was selected through a simple random sampling technique to ensure a representative cross-section of the student body. Data were collected using a structured questionnaire designed to assess students' self-awareness, emotional intelligence, and self-management skills. The instrument's validity was established through expert review, and its reliability was confirmed with a reliability coefficient of 0.83. Analysis of the data, using descriptive and inferential statistics, indicated that strong intrapersonal relationships significantly enhance nursing students' ability to manage stress, engage effectively in clinical settings, and achieve academic goals. The findings suggest that nursing education programs should incorporate initiatives that strengthen students' intrapersonal skills to improve their overall academic and clinical performance. The study concludes with recommendations for future research and practical interventions.
Adekunle et al. (2022) also conducted a study
titled “Effectiveness of Intrapersonal Relationships Among Nursing Students at
the University of Lagos, Nigeria”. This study examines the effectiveness of
intrapersonal relationships on the personal development and academic success of
nursing students. The research was conducted using a descriptive survey design
at the University of Lagos, Nigeria, targeting a population of 900 nursing
students enrolled in the Bachelor of Nursing Science (BNSc) program. A sample
of 230 students was selected through a simple random sampling technique to
ensure a representative cross-section of the student body. Data were collected
using a structured questionnaire designed to assess students' self-awareness,
emotional regulation, and self-management skills. The validity of the
instrument was confirmed through expert review, and reliability was established
with a coefficient of 0.87. Analysis of the data, using descriptive and
inferential statistics, indicated that strong intrapersonal relationships
significantly enhance nursing students' ability to manage stress, perform
effectively in clinical settings, and achieve academic goals. The findings
suggest that nursing education programs should include initiatives to
strengthen students' intrapersonal skills to improve both academic and clinical
performance. Recommendations for future research and practical interventions
are provided.
Chukwuma
et al. (2023) conducted a study titled “Intrapersonal Relationships Among
Nursing Students at Obafemi Awolowo University, Nigeria”. This study
investigates the effectiveness of intrapersonal relationships in promoting the
personal growth and academic achievement of nursing students. The research
employed a descriptive survey design and was conducted at Obafemi Awolowo
University, Nigeria, focusing on a population of 750 nursing students enrolled
in the Bachelor of Nursing Science (BNSc) program. A sample of 200 students was
selected through a stratified random sampling technique to ensure diversity in
the sample. Data collection involved a structured questionnaire that was
validated by experts and demonstrated a reliability coefficient of 0.80.
Descriptive and inferential statistical analyses revealed that students with
well-developed intrapersonal relationships were better equipped to manage
academic stress, excel in clinical practice, and maintain high academic
performance. The study highlights the need for nursing programs to emphasize
the development of intrapersonal skills to support students' overall success.
Recommendations for further research and educational practice are discussed.
Olawale et al. (2024) conducted a study titled
“Impact of Intrapersonal Relationships Among Nursing Students at Ahmadu Bello
University, Nigeria”. This study explores the effectiveness of intrapersonal
relationships in enhancing the self-concept, emotional well-being, and academic
performance of nursing students. The research was carried out using a
descriptive survey design at Ahmadu Bello University, Nigeria, targeting a
population of 1,200 nursing students enrolled in various levels of the Bachelor
of Nursing Science (BNSc) program. A sample of 280 students was selected using
a systematic random sampling technique to ensure a balanced representation
across academic levels. Data were collected using a structured questionnaire
validated by experts, with a reliability coefficient of 0.84. The data
analysis, employing descriptive and inferential statistics, indicated that
nursing students with strong intrapersonal relationships demonstrated higher
levels of self-awareness, better emotional regulation, and improved academic
outcomes. The findings suggest that nursing education should prioritize the
development of intrapersonal skills to foster students' academic and
professional growth. The study concludes with recommendations for future
research and practical applications in nursing education.
Adeola
et al. (2022), titled “Barriers That Affect the Effectiveness of Intrapersonal
Relationships Among Students at the University of Abuja, Nigeria”. This study
explores the barriers that affect the effectiveness of intrapersonal
relationships among students and their impact on personal development and
academic performance. Conducted at the University of Abuja, Nigeria, using a
descriptive survey design, the research targeted a population of 850 students
enrolled in various undergraduate programs. A sample of 220 students was
selected through a simple random sampling technique to ensure a representative
cross-section of the student body. Data were collected using a structured
questionnaire designed to identify barriers such as lack of self-awareness,
emotional regulation difficulties, and low self-esteem. The instrument's
validity was established through expert review, and reliability was confirmed
with a coefficient of 0.85. The data analysis, conducted using descriptive and
inferential statistics, revealed that significant barriers to effective
intrapersonal relationships negatively impact students' ability to manage
stress, engage in academic activities, and achieve personal goals. The study
recommends strategies to overcome these barriers, emphasizing the importance of
enhancing intrapersonal skills within educational settings. Recommendations for
future research and interventions are provided.
Chijioke
et al. (2023), conducted a study titled titled “Barriers That Affect the
Effectiveness of Intrapersonal Relationships Among Students at the University
of Port Harcourt, Nigeria” This study investigates the barriers hindering the
effectiveness of intrapersonal relationships among students and their
subsequent impact on academic and personal success. The research employed a
descriptive survey design and was conducted at the University of Port Harcourt,
Nigeria, targeting a population of 800 students across various faculties. A
sample of 210 students was selected through a stratified random sampling
technique to capture a diverse representation. Data were collected using a
structured questionnaire designed to assess barriers such as poor
self-reflection, emotional instability, and negative self-concept. The
instrument was validated by experts, and its reliability was demonstrated with
a coefficient of 0.82. Descriptive and inferential statistical analyses
indicated that these barriers significantly undermine students' academic
performance and emotional well-being. The findings suggest that addressing
these barriers is crucial for fostering effective intrapersonal relationships,
which are essential for student success. The study concludes with
recommendations for educational policies and practices that support the
development of intrapersonal skills.
Funmi
et al. (2024), conducted a study titled “Barriers That Affect the Effectiveness
of Intrapersonal Relationships Among Students at the University of Jos,
Nigeria”. This study examines the barriers that affect the effectiveness of
intrapersonal relationships among students and their influence on academic
performance and personal growth. Conducted at the University of Jos, Nigeria,
the research utilized a descriptive survey design, focusing on a population of
900 students enrolled in various undergraduate programs. A sample of 240
students was selected using a systematic random sampling technique to ensure a
balanced representation across different academic levels. Data were gathered
using a structured questionnaire that identified barriers such as inadequate emotional
regulation, low self-confidence, and poor self-awareness. The instrument was
validated by experts, and its reliability was confirmed with a coefficient of
0.83. The analysis, using descriptive and inferential statistics, revealed that
these barriers significantly hinder the effectiveness of intrapersonal
relationships, leading to challenges in academic achievement and personal
development. The study recommends interventions aimed at reducing these
barriers, with a focus on enhancing students' intrapersonal skills. The
findings underscore the need for further research and practical applications in
educational settings.
Furthermore, Adebayo et al. (2022), carried out a study titled
“Strategies to Improve Intrapersonal Relationships Among Nursing Students at
the University of Ilorin, Nigeria” This study examines strategies to improve
intrapersonal relationships among nursing students and their impact on academic
performance and personal growth. Conducted at the University of Ilorin,
Nigeria, the research utilized a descriptive survey design. The study focused
on a population of 700 nursing students enrolled in the Bachelor of Nursing
Science (BNSc) program, with a sample size of 180 students selected through
simple random sampling. Data were gathered using a structured questionnaire
that assessed various strategies such as self-awareness workshops, emotional
intelligence seminars, and stress management training. The instrument's
validity was ensured through expert review, and its reliability was confirmed
with a coefficient of 0.87. The analysis revealed that these strategies
significantly enhance students' intrapersonal skills, leading to improved
academic outcomes and personal well-being. The study recommends integrating
these strategies into nursing curricula and suggests areas for future research
and practical application to further support student development.
Another
study was carried out by Ndlovu et al. (2023), titled “Enhancing Intrapersonal
Skills Among Nursing Students: A Study from the University of Zimbabwe” This
research explores methods to enhance intrapersonal skills among nursing
students and evaluates their effect on educational and personal success.
Conducted at the University of Zimbabwe, the study employed a descriptive
survey design targeting a population of 650 nursing students enrolled in the
Bachelor of Nursing Science program. A sample of 170 students was selected
using stratified random sampling. Data collection involved a structured
questionnaire that evaluated methods such as mindfulness training, self-reflection
activities, and resilience-building exercises. The instrument was validated by
experts, and its reliability was confirmed with a coefficient of 0.82. The data
analysis showed that these methods significantly improve intrapersonal skills,
leading to better stress management, academic performance, and overall
well-being. The study advocates for the integration of these methods into
nursing education programs and provides recommendations for future research and
practical implementation.
In the same vein, Chukwuemeka et al. (2024), carried out a study titled
“Optimizing Intrapersonal Relationships Among Nursing Students: Evidence from
the University of Ghana” This study investigates ways to optimize intrapersonal
relationships among nursing students and their influence on academic and
personal development. Conducted at the University of Ghana, the research used a
descriptive survey design, focusing on a population of 800 nursing students
across various academic levels in the Bachelor of Nursing Science program. A
sample of 200 students was chosen using systematic random sampling. Data were
collected via a structured questionnaire that assessed interventions such as
emotional regulation workshops, self-awareness training, and stress management
programs. The validity of the instrument was established through expert review,
and its reliability was confirmed with a coefficient of 0.85. The analysis
demonstrated that these interventions significantly enhance students'
intrapersonal skills, improving their academic performance and personal growth.
The study recommends incorporating these interventions into nursing education
curricula and outlines potential areas for further research and practical
application to support student success.
2.4. Summary of
Literature review
This chapter encompasses a
conceptual review, theoretical review, and empirical review of intrapersonal
relationships among students. The
conceptual review covers intrapersonal relationships, focusing on
self-awareness, self-esteem, emotional regulation, and personal growth.
Effective intrapersonal relationships enhance emotional regulation,
self-esteem, stress management, resilience, and decision-making. Barriers
include low self-esteem, lack of self-awareness, high stress, perfectionism,
emotional regulation issues, negative self-talk, ineffective coping mechanisms,
lack of support, cultural pressures, and unresolved trauma. Improvement
measures involve fostering self-compassion, mindfulness, a growth mindset,
social-emotional learning programs, cognitive-behavioral therapy techniques,
peer mentoring, positive psychology interventions, time management, parental
involvement, and trauma-informed care. The theoretical review uses Peplau’s
Interpersonal Relations Theory, which focuses on the therapeutic nurse-patient
relationship. Peplau’s theory, with phases such as Orientation, Identification,
Exploitation, and Resolution, helps understand how students manage internal
relationships and prepare for professional roles. Her roles (Stranger, Resource
Person, Counselor, Teacher, Leader, Surrogate, Technical Expert) and
therapeutic communication are applied to evaluate the effectiveness of
intrapersonal relationships in students’ professional development. The
empirical review highlights the significance of intrapersonal relationships in
students' emotional well-being and academic success. Research supports the
effectiveness of strategies like social-emotional learning programs,
cognitive-behavioral therapy techniques, and mindfulness practices in enhancing
intrapersonal relationships and overall student performance.
CHAPTER THREE
RESEARCH METHODOLOGY
Research
methodology is the specific procedures or techniques used to identify, select,
process, and analyse information about a topic. This chapter will focus on the
steps that will be used for the study and they include The research design,
Setting, Target population, Sampling technique, Instrument for data collection,
Validity/Reliability of Instrument, Method of data collection, Method of data
analysis, and Ethical considerations.
3.1 Research
Design
Research design is the set of method and procedures used in collecting and analyzing measures of the variables specified in the research problem. In this study, A descriptive survey design will be used, which is geared towards describing the perceived challenges and Solutions to research writing among Nursing Students in Niger Delta University, Amassoma, Bayelsa State.
3.2
Research Setting
The study was
carried out in the Faculty of Nursing Sciences, College of Health Sciences,
Niger Delta University (NDU) which is in Wilberforce Island, Bayelsa State Nigeria.
It is one of the 12 faculties in Niger Delta University made up of four (4)
Departments; Maternal and Child Health Nursing (MCHN), Mental Health and
Psychiatric Nursing, Medical-Surgical Nursing and Community Health Nursing
(CHN). The faculty currently has 547 undergraduate male and female students. It
was established in the year 2000. The Faculty runs both Undergraduate and
Postgraduate programmes in its four respective Departments. It is a tertiary
training institution responsible for the training of professional Nurse,
Midwives, Psychiatric and Public Health Nurses in Bayelsa State.
3.3 Target Population
The Target population will comprises of 500 level Nursing students
in Faculty of Nursing Sciences Niger Delta University (NDU). At the time of this study, there are about 76
students in 500 level in the Faculty of Nursing Sciences.
3.4 Sample Size
Sample
size of 63 will calculated using the formula developed by Taro
Yemene's in (1973)
Taro Yamane’s formula
n =
N
1 + N (e)2
Where n=sample size
N=population size
E=error of sampling (0.05)
n
= 76
1 + 76 (0.05)2
n =
76
1 + 76 (0.0025)
n =
76
1 + 0.19
n =
76
1.19
n
= 63
3.5 Sampling
Technique
A simple random sampling technique will
be utilized to select respondents for the study in accordance with the
predefined sample size. This will be accomplished by employing a basic
balloting method, where pieces of paper were randomly distributed, and respondents
will be instructed to choose one. Respondents who selected papers marked
"yes" will be included in the study, whereas those who chose papers marked "no" were not part of
the study.
3.6
Instrument for Data Collection
To gather the data for the study, a carefully structured questionnaire will be designed to elicit the necessary information that will help assess the perceived effectiveness of intrapersonal relationship among 500 level students, as well as other studies encountered during the review of related literature. The questionnaire will be divided into four (4) sections: Section A deals with Socio-demographic information, Section B consist of questions on the effectiveness of intrapersonal relationship among students, Section C will consist of questions on the barriers that affect the effectiveness of intrapersonal relationship among nursing students while section D will deals with questions on the measures to enhance the effectiveness of intrapersonal relations among nursing students.
3.7
Reliability of the Instrument
In testing for the reliability of the instrument, test-retest method was utilized. The instrument will be administered to 10% of the study population to Medical Laboratory Science Students in Niger Delta. After a period of two weeks, the instrument will be administered to the same youths for the second time and collected within two days. The two tests score will be analyzed using Pearson product moment correlation to determine the degree of reliability coefficient of the instrument and realized a coefficient of 0.75.
3.8 Method of Data Collection
3.9
Method of Data Analysis
The data collected will be analyzed using frequencies count and percentages. This method will facilitate quick and better understanding of result.
3.10 Ethical
Consideration
An
introductory letter will be obtained from the Dean of the Faculty of Nursing
Sciences. Throughout the study, the principles and guidelines for international
bioethical standards will be adhered to. These guidelines include informed
consent, where the respondents will be adequately informed of the nature and
purpose of the study; anonymity, where the respondents will be assured that
their identity will not be disclosed in any form, even when the results are
published in a peer-reviewed journal; no vulnerability, ensuring that the
respondents will not be exposed to any form of hazard, as no medication or
hazardous therapies will be involved; and the right to withdraw from the study,
assuring respondents that they can withdraw or stop answering any question they
find very sensitive without facing any victimization.
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PERCEIVED EFFECTIVENESS OF
INTRAPERSONAL RELATIONSHIP AMONG 500 LEVEL NURSING STUDENTS IN NIGER DELTA UNIVERSITY.
PERCEIVED EFFECTIVENESS OF
INTRAPERSONAL RELATIONSHIP AMONG 500 LEVEL NURSING STUDENTS IN NIGER DELTA UNIVERSITY.
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