Abstract
The nursing profession is a noble and demanding vocation that requires a deep sense of commitment, compassion, and resilience. Nurses play a pivotal role in providing high-quality care to patients, promoting health and well-being, and serving as advocates for their patients and the healthcare system. However, the journey to becoming a nurse is often fraught with challenges, particularly for undergraduate nursing students who are navigating the complexities of academic and clinical training. Sense of belongingness plays a crucial role in shaping the academic, clinical, and social experiences of undergraduate nursing students.
This study sought to explore the sense of belongingness among undergraduate nursing students at the University of Ghana.
A cross-sectional quantitative design was used to gather data from 159 nursing students through questionnaires. A stratified random sampling technique was used to select participants, to ensure that students from different academic years are represented proportionally in the sample. Data was collected through self-administered structured questionnaires distributed to participants either in person or online, depending on logistical considerations and participant preferences. Data analysis was conducted using Statistical Package for Social Sciences (SPSS) version 28.0.1 (IBM Corp. Armonk, New York, USA) and R studio version 4.0. Descriptive statistics was used to summarize the characteristics of the study population and the prevalence of belongingness. Inferential statistics, such as chi-square tests and Correlation regression, was employedto examine associations between belongingness and demographic variables.
The findings revealed that while majority of students felt accepted and supported by their peers and healthcare teams, significant numbers experienced disconnection, lack of appreciation, and inadequate academic support. Demographic factors such as gender, level of study, and residence were not significantly associated with perceptions of belongingness.
The study underscores the need to address the factors that undermine students' sense of belongingness, as doing so can lead to better academic performance, clinical competence, and personal well-being. Fostering a stronger sense of belongingness is essential for enhancing students' well-being and academic success.
Notes
Reference list included in attached poster file.
Sigma Membership
Chi Omicron
Type
Poster
Format Type
Text-based Document
Study Design/Type
Cross-Sectional
Research Approach
Quantitative Research
Keywords:
Belongingness, Perception, Undergraduate Nursing Students, Nursing Profession, Ethics, Mentoring and Coaching, Stress and Coping, Promoting Clinical Outcomes, Ghana
Recommended Citation
Achempim-Ansong, Gloria, "Sense of Belongingness in the Nursing Profession: Perception of Students in a Ghanaian University" (2025). Biennial Convention (CONV). 31.
https://www.sigmarepository.org/convention/2025/posters_2025/31
Conference Name
48th Biennial Convention
Conference Host
Sigma Theta Tau International
Conference Location
Indianapolis, Indiana, USA
Conference Year
2025
Rights Holder
All rights reserved by the author(s) and/or publisher(s) listed in this item record unless relinquished in whole or part by a rights notation or a Creative Commons License present in this item record. All permission requests should be directed accordingly and not to the Sigma Repository. All submitting authors or publishers have affirmed that when using material in their work where they do not own copyright, they have obtained permission of the copyright holder prior to submission and the rights holder has been acknowledged as necessary.
Review Type
Abstract Review Only: Reviewed by Event Host
Acquisition
Proxy-submission
Date of Issue
2025-11-24
Sense of Belongingness in the Nursing Profession: Perception of Students in a Ghanaian University
Indianapolis, Indiana, USA
The nursing profession is a noble and demanding vocation that requires a deep sense of commitment, compassion, and resilience. Nurses play a pivotal role in providing high-quality care to patients, promoting health and well-being, and serving as advocates for their patients and the healthcare system. However, the journey to becoming a nurse is often fraught with challenges, particularly for undergraduate nursing students who are navigating the complexities of academic and clinical training. Sense of belongingness plays a crucial role in shaping the academic, clinical, and social experiences of undergraduate nursing students.
This study sought to explore the sense of belongingness among undergraduate nursing students at the University of Ghana.
A cross-sectional quantitative design was used to gather data from 159 nursing students through questionnaires. A stratified random sampling technique was used to select participants, to ensure that students from different academic years are represented proportionally in the sample. Data was collected through self-administered structured questionnaires distributed to participants either in person or online, depending on logistical considerations and participant preferences. Data analysis was conducted using Statistical Package for Social Sciences (SPSS) version 28.0.1 (IBM Corp. Armonk, New York, USA) and R studio version 4.0. Descriptive statistics was used to summarize the characteristics of the study population and the prevalence of belongingness. Inferential statistics, such as chi-square tests and Correlation regression, was employedto examine associations between belongingness and demographic variables.
The findings revealed that while majority of students felt accepted and supported by their peers and healthcare teams, significant numbers experienced disconnection, lack of appreciation, and inadequate academic support. Demographic factors such as gender, level of study, and residence were not significantly associated with perceptions of belongingness.
The study underscores the need to address the factors that undermine students' sense of belongingness, as doing so can lead to better academic performance, clinical competence, and personal well-being. Fostering a stronger sense of belongingness is essential for enhancing students' well-being and academic success.
Description
This study sought to explore the sense of belongingness among undergraduate nursing students at the University of Ghana. A quantitative cross-sectional design was used to gather data from 159 nursing students using a structured questionnaires.The findings revealed that while majority of students felt accepted and supported by their peers and healthcare teams, significant numbers experienced disconnection, lack of appreciation, and inadequate academic support.