Students’ expectations and satisfaction on the vocational training learning environment: The case of the University of Health and Allied Sciences

Abstract

This study was intended to find out the level of expectation and satisfaction in health
and allied sciences regular undergraduate and sandwich students with their
vocational training learning environment. A descriptive cross-sectional research
design was carried out among 870 undergraduate students who were studying for a
Bachelor’s degree from the University of Health and Allied Sciences, Ho. Nonprobability enumerative sampling was used to select the sample. Modified standard
tool Clinical Learning Environment, Supervision, and Preceptor evaluation scale
was used to assess the level of expectation and satisfaction in vocational training
environment among students. Data were analyzed by using descriptive and
inferential statistics. The findings of the study revealed that most of the students
were satisfied beyond their level of expectation with their vocational training
environment. However, few students both regular and sandwich recorded a level of
satisfaction lower than their level of expectation on some of the factors. Further, a
statistically significant association was found between both regular and sandwich
students’ expectations and satisfaction with the vocational training environment
factors. The findings imply that there is a need for the University of Health and
Allied Sciences to organise regular capacity-building training for preceptors and
health facility managers to improve students’ level of satisfaction regarding
facility/ward/unit atmosphere, the leadership style of a preceptor, leadership of
preceptor to nursing care/clients, preceptorship/supervisory relationship, preceptor
as enabling the integration of theory and practice, cooperation between placement
staff and preceptor, the relationship among student, preceptor, leadership of
preceptor to nursing care/clients, preceptorship/supervisory relationship, preceptor
as enabling the integration of theory and practice, cooperation between placement
staff and preceptor, the relationship among student, preceptor as enabling the integration of theory and practice, co operation between placement staff and preceptor, the relationship among student, preceptor, and abiluty to achieve vocational training objectives could be improved.