Abstract

In Nigeria, Critical care is yet to subspecialize; the neurology curriculum is a core subject. The evidence of career choice motivation and neurological academic performance has not been well elucidated, as such, demonstrating a valid premise that critical care students choice resulted in better academic performance will be very useful. The value can be seen in improved students' guidance, better curriculum development and improved healthcare setting goals. This study was set up to ascertain the relationship between career choice motivators and learning outcomes among critical care nursing students with emphasis on neurological curriculum. A cross sectional quantitative descriptive study and analysis techniques were explored using three academic sessions of critical care nursing students of the School of Post Basic Critical Care Nursing of University of Abuja, Nigeria. Responses to the question “why did you choose critical care nursing” were collated and then themes developed. Their score in neurology was used to assess academic performance. Statistical analysis conducted using IBM-SPSS version 23. Ninety students responded with males constituting 24 (26.7) and females, 66 (73.3). There was statistical difference between 'passion for critically ill', 'having no reason' and academic performance, (χ2=8.707, p=0.003), and (χ2=13.306, p <0.001) respectively. Passion was found to be responsible for career choice and motivating influence on neurocritical academic performance.

Keywords: Academic performance, Career choice, Critical care, Influence, Neurocritical care