CHAPTER THREE: METHODOLOGY

3.1 Introduction

This chapter outlines the methodological framework used to investigate the relationship

between self-efficacy and professional readiness among final-year nursing students at Narh-

Bita College. It details the research design, study area, population, sampling strategy, data

collection instruments, and ethical considerations that guided the study.

3.2 Research Design

A quantitative cross-sectional descriptive design was adopted. This design allows for the

collection of data at a single point in time to describe and analyze the current levels of self-

efficacy and professional readiness among the target population. It is suitable for identifying

associations between variables without manipulating the study environment.

3.3 Study Area

The study will be conducted at Narh-Bita College. The origin of the Narh-Bita College,

established in September 2004, can be traced to Narh-Bita Clinic which was opened in 1979.

As the clinic developed to take greater responsibilities, it was up-graded to the status of a

hospital in 1987. The problem of shortage of health workers, including nurses, moved the

proprietors of the hospital to establish a school of nursing to feed Narh-Bita and other health

institutions. The academic programme of the school Is directed and supervised by the Nurses

and Midwives Council for Ghana, while the University of Ghana is the mentor University.
The need to run more programmes in the health sector caused the change of name from

School of Nursing to Narh-Bita College. The College runs following programmes BSc

Nursing, BSc Nursing (Access Route), BSc Nursing (Top-Up), Registered General Nursing

(RGN), Registered Nurse Assistant (Clinical), BSc Physician Assistantship (Medical), BSc

Medical Laboratory Technology, Medical Laboratory Technology (Certificate) and Certificate

in Ministry. The College is located in Tema Community Four Metropolis near Chemu Senior

High School. Narh-Bita College

Map Of The Study Area

[Link]

3.4 Target Population

regular degree programs during the 2025/2026 academic year. These students had completed

their clinical practicum and were preparing for graduation.

3.4.1 Inclusion and Exclusion Criteria

Inclusion Criteria:

- Final-year students in the diploma and regular degree nursing programs.

- Students who had completed their clinical practicum.

- Students who consented to participate.

Exclusion Criteria:

- Final-year students in Access, Top-Up, RNAC programs.

- Students from other faculties or non-nursing disciplines.

- Students unavailable during the data collection period.

3.5 Sample Size Estimation

The sample size was calculated using Yamane’s formula (1967) for finite populations:

n = N / (1 + N(e)²)

Where:

n = sample size
N = total population (52 diploma + 19 degree = 71)

e = margin of error (0.05)

n =71 / (1+71×(0.05)²)

n = 71 / (1 + 71 × 0.0025)

n = 71 / (1 + 0.1775)

n = 71 / 1.1775

n ≈ 60.3

The sample size was rounded to 60 participants.

3.6 Sampling Procedure

To ensure equitable representation of the different academic programs within the target

population, a proportionate stratified random sampling technique was employed. This method

was chosen to reflect the actual distribution of diploma and degree students among the final-

year nursing cohort at Narh-Bita College. The total population consisted of 71 students,

comprising 52 diploma students and 19 degree students. Based on this distribution, the

sample size of 60 participants was proportionally allocated: 44 students were selected from

the diploma group and 16 from the degree group.

The stratification ensured that each subgroup was adequately represented In the final sample,

thereby enhancing the generalizability of the findings within the context of the college.

Within each stratum, participants were randomly selected using official student lists provided
by the academic office. This randomization process minimized selection bias and ensured that

every eligible student within each group had an equal chance of being included in the study.

3.7 Data Collection Instrument

To gather relevant data for the study, a structured self-administered questionnaire was

employed as the primary data collection instrument. This approach was chosen for its

efficiency in reaching a relatively large sample within a limited timeframe and for its ability

to standardize responses across participants. The questionnaire was carefully designed and

organized into three distinct sections to ensure clarity and ease of completion.

Section A focused on collecting demographic information from participants, including

variables such as age, gender, academic program, and other relevant background details. This

section provided essential context for interpreting the findings and allowed for subgroup

analyses based on demographic characteristics.

Section B comprised a self-efficacy scale, which aimed to assess the students’ confidence in

their ability to perform various nursing-related tasks and responsibilities. The items in this

section were adapted from previously validated instruments to ensure the reliability and

validity of the measures.

Section C contained the professional readiness scale, which evaluated the extent to which

students felt prepared to transition into professional nursing roles upon graduation. Like the

self-efficacy scale, this section was also adapted from established tools and modified to

reflect the cultural and educational context of Ghana.

maintaining the integrity of the original validated instruments. This ensured that the data

collected would be both contextually relevant and methodologically sound.

3.8 Validity and Reliability

For validity questionnaire items will be drawn from validated instruments where possible and

reviewed by a research educator or supervisor for relevance and clarity. The research

educator or supervisor will assess the questionnaire for comprehensiveness and cultural

appropriateness in the Ghanaian context.

For test-retest reliability, a pilot subset of 4 students, that is, a 4 to 5% of the sample size will

complete the questionnaire twice, two weeks apart, to assess stability of key constructs

3.9 Pre-Testing

In this study, the questionnaire was pre-tested on a small group of final-year nursing students

at Narh-Bita College who were not part of the main study sample. This approach ensured that

the feedback obtained would be relevant and reflective of the target population, while also

avoiding contamination of the main study data.

The pre-testing process followed a structured sequence of steps. First, a subset of students

was purposively selected based on their similarity to the main study participants in terms of

academic level and program enrollment. These students were briefed on the purpose of the
pre-test and assured that their responses would not be included in the final analysis. Their

participation was voluntary, and informed consent was obtained prior to administering the

questionnaire.

During the pre-test, participants were asked to complete the questionnaire under conditions

similar to those planned for the main study. They were encouraged to note any items they

found confusing, ambiguous, or difficult to interpret. In addition to completing the

questionnaire, participants were invited to provide verbal or written feedback on the clarity of

instructions, the relevance of the questions, the appropriateness of the response options, and

the overall length and structure of the instrument.

Following the completion of the pre-test, the researcher conducted a debriefing session with

the participants to gather more detailed insights into their experiences. This qualitative

feedback was invaluable in identifying specific areas of the questionnaire that required

revision. For instance, certain terms were rephrased to enhance clarity, and the sequencing of

some items was adjusted to improve the logical flow of the questionnaire.

The feedback obtained from the pre-test was systematically reviewed and used to refine the

instrument. Revisions were made to ensure that the final version of the questionnaire was

clear, culturally appropriate, and capable of accurately capturing the constructs of self-

efficacy and professional readiness. This iterative process of testing and refinement helped to

enhance the validity and reliability of the data collection tool, thereby strengthening the

overall quality of the research.

3.10 Data Collection Procedures

The data collection process was carefully structured to ensure efficiency, participant

convenience, and data integrity. Data were gathered during scheduled academic sessions, a
strategy that maximized student availability and minimized disruption to their academic

activities.

Prior to administering the questionnaire, the researcher provided a clear explanation of the

study’s objectives, procedures, and ethical considerations. This briefing included information

about the voluntary nature of participation, the confidentiality of responses, and the right to

withdraw at any stage without penalty. Participants were then asked to provide informed

consent, either verbally or in writing, depending on the ethical guidelines approved by the

institutional review board.

Once consent was obtained, the structured self-administered questionnaires were distributed

to the participants in a controlled classroom setting. The researcher remained present

throughout the session to address any questions or clarify instructions, thereby ensuring that

participants fully understood how to complete the instrument.

To enhance response accuracy and reduce the risk of missing data, participants were

encouraged to complete the questionnaire on the spot. Completed forms were collected

immediately after the session, which helped ensure a high response rate and minimized

attrition. This same-day collection approach also reduced the likelihood of misplaced or

incomplete questionnaires, contributing to the overall reliability of the data.

3.11 Data Processing and Analysis

Following the data collection phase, all completed questionnaires underwent a meticulous

review process to ensure completeness and internal consistency. This step was crucial in

maintaining the integrity of the dataset and minimizing potential errors. To further reduce the

risk of data entry mistakes, a double-entry method was employed. Each questionnaire was

entered twice into a secure electronic database using software such as EpiData or Microsoft
Excel. This approach allowed for cross-verification, where discrepancies between the two

entries were identified and corrected, thereby enhancing the accuracy of the dataset.

Once the data were thoroughly verified, they were imported into the Statistical Package for

the Social Sciences (SPSS) version 25 for analysis. SPSS was selected due to its intuitive

interface and comprehensive statistical tools, making it particularly well-suited for analyzing

the quantitative data gathered in this study.

The analytical process commenced with the application of descriptive statistics to summarize

the participants’ responses. Frequencies were calculated to determine the number of

respondents selecting each option, such as the distribution of male and female participants.

Percentages were then derived to express these frequencies as proportions of the total sample,

providing a clearer picture of the demographic composition (e.g., 60% female and 40%

male).

Additionally, means (or averages) were computed to identify the central tendency of

continuous variables, such as self-efficacy scores. The mean was calculated using the

formula: Mean = (Sum of all values) ÷ (Number of values). To complement this, standard

deviations were also calculated to assess the variability of responses around the mean,

offering insights into the consistency or dispersion of the data.

These descriptive statistical techniques were instrumental in portraying the demographic

characteristics of the study participants and in summarizing key variables such as self-

efficacy and professional readiness. The findings were subsequently organized into tables and

charts, facilitating clearer interpretation and effective presentation in the subsequent chapter

dedicated to results and discussion.

3.12 Ethical Considerations

Committee, ensuring that the research adhered to established ethical standards and

protected the rights and well-being of participants. Several key ethical considerations guided

the conduct of the study. Informed Consent was a foundational principle. All participants

were fully informed about the purpose of the study, the procedures involved, potential risks,

and anticipated benefits. Participation was entirely voluntary, and individuals were given the

opportunity to ask questions and receive clear answers before agreeing to take part. No

form of coercion or undue influence was used to obtain consent. Confidentiality and

Anonymity were strictly maintained throughout the research process. Personal data and

responses were treated with the utmost confidentiality. Identifiable information was not

disclosed, and all data were anonymized during analysis and reporting to protect participant

privacy.

Participants were also assured of their Right to Withdraw from the study at any point

without facing any negative consequences or loss of benefits. This right was clearly

communicated during the consent process and reiterated throughout the study to ensure

participants felt empowered and respected. The study was carefully designed to ensure the

Minimization of Harm. Every effort was made to avoid physical, psychological, or emotional

distress. Sensitive questions were approached with care, and appropriate support

mechanisms were in place for participants who might experience discomfort or distress

during the research.

Finally, Ethical Approval was formally granted by the institutional ethics review board. This

approval confirmed that the study met all necessary ethical standards and provided an

additional layer of oversight to safeguard participant rights and uphold the integrity of the

research process.