KNOWLEDGE AND PRACTICE OF ASEPTIC TECHNIQUES AMONG NURSING STUDENTS IN LABOUR WARD AT THE UNIVERSITY OF PORT HARCOURT TEACHING HOSPITAL

TOPIC: KNOWLEDGE AND PRACTICE OF ASEPTIC TECHNIQUES AMONG NURSING STUDENTS IN LABOUR WARD AT THE UNIVERSITY OF PORT HARCOURT TEACHING HOSPITAL

THIS TOPIC IS ALSO SUITABLE FOR:
1-Department of Nursing Science
2-Department of Midwifery
3-Department of Public Health
4-Department of Health Education
This research material contains:
1-Chapter One to Five
2-Recent References/citations
3-Tables/Charts/Graphs in Chapter Four
4-Accurate Data Analysis
5-Table of Contents
6-Questionnare

ABSTRACT
This study was carried out to examine the knowledge and practice of aseptic techniques among nursing students in labour ward at the University of Port Harcourt Teaching Hospital. The study was specifically carried out to assess the level of knowledge of aseptic techniques among nursing students posted to the labour ward at the University of Port Harcourt Teaching Hospital, determine the level of practice of aseptic techniques among nursing students in the labour ward at the University of Port Harcourt Teaching Hospital, assess the attitude towards the practice of aseptic techniques among nursing students in the labour ward at the University of Port Harcourt Teaching Hospital and identify the challenges affecting the effective practice of aseptic techniques among nursing students in the labour ward at the University of Port Harcourt Teaching Hospital. The study employed the descriptive cross-sectional research design. Hence, the questionnaire was used for data collection, while the data collected were analyzed using frequency tables, percentages, and Cross Sectional Chi-square statistical tool. The population of the study comprised 186 nursing students consisting of 92 students in 400 level and 94 students in 500 level undergoing midwifery training in the labour ward at the University of Port Harcourt Teaching Hospital. A total of 127 respondents were selected as sample size using multi-stage sampling technique involving stratified and convenience sampling methods, while 112 validated copies of questionnaire were used for analysis. The participants consisted of 400 and 500 level nursing students undergoing clinical postings in the labour ward. From the responses obtained and analyzed, the findings revealed that nursing students had a moderate level of knowledge of aseptic techniques with 56.2% positive responses. The study also showed a moderate level of practice of aseptic techniques with 54.6% positive responses. Likewise, the findings revealed a moderately positive attitude towards aseptic techniques with 55.8% positive responses. The study further revealed that inadequate sterile materials 56.3%, high workload 56.2%, and limited access to infection prevention guidelines 52.7% were major challenges affecting effective practice. The hypothesis test showed a significant relationship between knowledge and practice of aseptic techniques at χ² = 28.64, P = .000. The study therefore recommends that hospital management should ensure adequate provision of sterile materials, while nursing educators and clinical supervisors should strengthen practical training and supervision to improve adherence to aseptic techniques.
Keywords: Aseptic Techniques, Knowledge, Practice, Nursing Students, Labour Ward.

CHAPTER ONE
INTRODUCTION (Preview)
1.1 Background to the Study
Healthcare systems are the basic organization designed to safeguard the life, restore health and the overall wellbeing of individuals by providing safe and efficient healthcare services based on evidence. Achievement of these goals highly relies on the skills of health care workers and especially nurses who are the largest group of health care workers and are directly engaged in the care of patients at all levels of service provision. As a result, nursing practice has shifted from a task oriented profession to a scientific discipline, which involves evoking theoretical knowledge, technical skills, moral values and critical thinking in the provision of comprehensive care. The competence and professional conduct of the nursing personnel during clinical practice greatly influence the quality of health care services (Christiana & Salawu, 2021). Courtenay et al. (2023) added that in today's nursing curriculum, issues of patient safety, accountability, and compliance with evidence-based standards are integral to nursing practice. Likewise, Gasaba et al. (2022) continued to assert that hospital-based healthcare facilities were continually implementing quality improvement programs that strengthened safe clinical practices, and Okonkwo et al. (2024) reported that nursing education continued to focus on providing theoretical knowledge and clinical training to develop nurses who could provide quality care in complex healthcare settings.
The growing emphasis on patient safety has heightened the relevance of infection prevention and control measures within clinical practice, making aseptic techniques an indispensable component of professional nursing care. Aseptic technique is an organized set of scientifically proven methods that can be used to avoid or reduce the transfer of pathogenic microorganisms during clinical procedures and help maintain sterility and prevent contamination of patients, health care workers, and the environment. Aseptic techniques included hand washing and using sterile instruments, sterile fields and correct use of PPE for invasive procedures, according to Abbas and Atiyah (2021). Audah and Hassan (2022) said that proper practice of aseptic precautions significantly improved the safety of patients by minimizing exposure to microbes during the provision of healthcare. Similarly, Nweke et al. (2021) indicated that in nursing education, much attention was paid to the acquisition of the aseptic competencies as these skills were a basic requirement in almost all clinical fields. Additionally, Morishita et al. (2025) found that a gradual reinforcement by classroom lectures, simulation learning, and supervised clinical practice was essential to achieve successful mastery of the processes; this would allow students to internalize both the scientific underpinning and application of infection prevention measures.
The ultimate effectiveness of nursing education can be measured by how well the student has learned the relevant knowledge, and how well the student has been able to transfer the knowledge to effective clinical practice. Knowledge is the broad knowledge about scientific concepts, professional guidelines and procedural principles learned through formal education and experiential learning and practice is the practical demonstration and consistent application of acquired competencies in clinical settings. Nwosu et al. (2024) reported that the design of nursing education was to guarantee that the students acquire cognitive competence and psychomotor competence prior to professional responsibilities. Idowu and Ogundele (2025) also found that supervised clinical experiences gave nursing students the chance to reinforce what they learned in the classroom, enhance technical skills and develop confidence in patient handling. In the same vein, Ifeoma et al. (2025) reiterated the importance of effective mentorship in the clinical environment because it boosts students' ability to effectively apply theoretical knowledge to evidence-based practices in nursing patient care. Furthermore, the consistent exposure to structured clinical settings by Ogunmuyiwa et al. (2025) led to the cultivation of sound clinical judgment, precision in procedures, and adherence to nursing standards, which in turn boosted the professional competence desired of graduating nurses.
The labour ward is one of the more specialized areas of clinical practice within nursing that requires consistency and diligence in infection control during the care of mothers and babies. The labour ward is a place that houses a variety of obstetric procedures that demand consistent practice of the aseptic techniques which maintains the sterile conditions and safe outcomes of the clinical procedures. As described by Morishita et al. (2025), many obstetric interventions required strict adherence to aseptic principles, due to the need for direct access to sterile anatomic locations and vulnerable patient populations at these sites. Okonkwo et al. (2024) also noted that teaching hospitals offered structured clinical learning space where nursing students were given hands-on learning opportunities in the care of patients through supervised learning. As one of the leading tertiary healthcare hospitals and an approved school of clinical nursing, University of Port Harcourt Teaching Hospital affords the nursing students a wide range of experiences to practice their theoretical knowledge in the labour ward under supervision. Hence, the knowledge and practice of aseptic techniques among nursing students at the labour ward of the University of Port Harcourt Teaching Hospital (UPHT) is an important academic platform to appreciate the knowledge and practice of essential infection prevention skills acquired during professional training.

1.2 Statement of the Problem
The nursing education is structured to facilitate the production of the competent nurses having sufficient theoretical knowledge and skill to provide safe, effective and evidence-based nursing care. An integral part of this learning process is clinical training where nursing students have the opportunity of applying what they have learned in the classroom to actual healthcare environments under the guidance of professionals. In maternity services, especially the labour ward, use of aseptic techniques is considered as a basic expectation for professionals due to the necessity of protecting the health of the mother and newborn in invasive and routine obstetric practices. Courtenay et al. (2023) stressed the importance of nursing education empowering students with skills that foster safe patient outcomes and professional responsibility in clinical practice. Moreover, Morishita et al. (2025) found that continuous clinical exposure and guidance were essential to reinforce the clinical skills of the students in relation to the practice of aseptic techniques and to improve the quality of health services.
Although infection prevention is a key part of nursing education, studies have also indicated that nursing students have differences in their knowledge and implementation of aseptic techniques during clinical placements. Nweke et al (2021) found that while there was some classroom teaching for nursing students about aseptic concept, the level of knowledge was found to be variable in the extent to which it is implemented in the clinical setting. Similarly, Audah and Hassan (2022) noted the lack of observance of standard aseptic procedure during clinical activities as this was not always up to standard level as expected by a professional. It is desirable that all students going up to the labour ward as a nurse should know a wide range of knowledge and have a keen interest and practice in aseptic principles. But there are questions about the uniformity of achieving this level of competence by nursing students throughout clinical experience, especially in the specialized maternity environment of the labour ward.
Moreover, the current studies have largely investigated the practice of infection prevention among health care workers or nursing students in wider clinical settings while there is a scarce empirical research on knowledge and practice of aseptic techniques among nursing students in the labour wards of tertiary health care centers. Okonkwo et al. (2024) noted that the ongoing assessment of nursing student clinical skills remained crucial to ensure their educational success and, consequently, patient safety. In the same vein, Nwosu et al. (2024) affirmed that regular evaluations of students' knowledge and competencies gave valuable insights to reinforce nursing education and nursing supervision. The absence of this context-specific evidence highlights the need for an investigation in the context of the University of Port Harcourt Teaching Hospital (UPHT) where the nursing students are doing their clinical task training in the labour ward. Thus the study aims to evaluate the knowledge and practice of the cases of aseptic techniques among the nursing students in the labour ward of the University of Port Harcourt Teaching Hospital to provide evidence which could guide educational strategies, clinical supervision and professional practice.
1.3 Objectives of the study
The main objective of this study is to assess knowledge and practice of aseptic techniques among nursing students in labour ward at the university of Port Harcourt teaching hospital.  The specific objectives are to: 
1.Assess the level of knowledge of aseptic techniques among nursing students posted to the labour ward at the University of Port Harcourt Teaching Hospital.
2.Determine the level of practice of aseptic techniques among nursing students in the labour ward at the University of Port Harcourt Teaching Hospital.
3.Assess the attitude towards the of practice of aseptic techniques among nursing students in the labour ward at the University of Port Harcourt Teaching Hospital.
4.Identify the challenges affecting the effective practice of aseptic techniques among nursing students in the labour ward at the University of Port Harcourt Teaching Hospital.
Other parts of chapter one include:
1.4 Research Questions
1.5 Hypotheses
1.6 Significance of Study
1.7 Scope of the Study
1.8 Operational Definition of Terms 

CHAPTER TWO
REVIEW OF LITERATURE (Preview)
This chapter critically examines relevant literature that would assist in explaining the research problem and, furthermore, recognizes the efforts of scholars who had previously contributed immensely to similar research. The chapter intends to deepen the understanding of the study and close the perceived gaps. This chapter, therefore, focuses on the concept of aseptic techniques, the concept of infection prevention and control, types and principles of aseptic techniques, knowledge of aseptic techniques among nursing students, practice of aseptic techniques in the labour ward, and factors influencing the knowledge and practice of aseptic techniques among nursing students etc. The chapter is sub-grouped into the following major headings:
2.1 Conceptual Framework
2.2 Theoretical Framework
2.3 Empirical Review
2.4 Summary of Literature Review

CHAPTER THREE
RESEARCH METHODOLOGY (Preview)
Presented below is a snapshot of key areas of the study methodology, the full and detail chapter three methodology is contained in the instant download document.

Research Design: The study adopted a descriptive cross-sectional research design.
Population of the Study: The population of the study comprises nursing students undergoing midwifery training in the Labour Ward at the University of Port Harcourt Teaching Hospital.
Sample Size Determination: The study adopted the Taro Yamane formula to determine a sample size of 127 participants.
Sampling Technique: The study employed a multi-stage sampling technique involving stratified and convenience sampling methods to select the individual respondents.
Research Instrument: The study utilized a structured questionnaire as the instrument for data collection.
Methods of Data Analysis: The collected data were analyzed using frequencies and percentages to summarize and present the demographic characteristics of the respondents and their responses. Inferential statistics, such as Cross-Sectional Chi-square, were used to test the hypotheses.
Full outline for chapter three;
3.1 Research Design
3.2 Research Setting
3.3 Target Population
3.4 Sample Size
3.5 Sampling Technique
3.6 Instruments For Data Collection
3.7 Validity and Reliability of Instrument
3.8 Pilot Study
3.9 Method of Data Collection
3.10 Method Of Data Analysis
3.11 Ethical considerations

CHAPTER FOUR: DATA PRESENTATION AND ANALYSIS
MAJOR FINDINGS (Preview)
The analysis results were presented in tables and charts. Based on the results obtained from the analysis, the following major findings were made:

i. The study found that nursing students posted to the labour ward at the University of Port Harcourt Teaching Hospital have a moderate level of knowledge of aseptic techniques, as evidenced by the overall responses, which indicated that a majority of respondents understood the importance of hand hygiene, the use of sterile gloves and equipment, and the prevention of maternal and neonatal infections.

ii. The study found that nursing students posted to the labour ward at the University of Port Harcourt Teaching Hospital demonstrate a moderate level of practice of aseptic techniques, as evidenced by the overall responses, which showed that respondents practised hand hygiene, proper disposal of used materials, and preparation of sterile equipment, although some gaps in compliance were identified.

iii. The study found that nursing students have a moderately positive attitude towards the practice of aseptic techniques in the labour ward, as evidenced by the overall responses, which indicated that a majority of respondents considered adherence to aseptic techniques essential for safe maternal care and expressed willingness to improve their compliance.

iv. The study found that inadequate supply of sterile materials, high workload and time pressure, limited supervision, overcrowding, insufficient practical training, and limited access to infection prevention guidelines are notable challenges affecting the effective practice of aseptic techniques among nursing students in the labour ward at the University of Port Harcourt Teaching Hospital.

v. The study found that there is a significant relationship between knowledge of aseptic techniques and practice among nursing students in the labour ward at the University of Port Harcourt Teaching Hospital. The corresponding hypothesis test further showed a chi-square value (χ²) of 28.64, degree of freedom of 1, and p-value of 0.000 (p < 0.05), leading to the rejection of the null hypothesis.

CHAPTER FIVE: DISCUSSION OF FINDINGS
This chapter covers the following outline:
5.1 Discussion of Findings   
5.2 Implication of the Findings
5.3 Limitations of the Study
5.4 Summary 
5.5 Conclusion
5.6 Recommendations
5.7 Suggestions for Further Studies
Reference
Appendix

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